15-40 
W7 


UC-NRLF 


B    3    IME    flbb 


The  Beginners' 
Department 

ANGELINA  W.  WRAY 


The  "Times"  Handbooks 
for  Sunday-Schopl  ^ 
Workers.         Number    / 


GIFT  or 

Gladys  Isaacson 


^0/    , 


THE  BEGINNERS'  DEPARTMENT 


Digitized  by  the  Internet  Archive 

in  2008  with  funding  from 

Microsoft  Corporation 


http://www.archive.org/details/beginnersdepartmOOwrayrich 


THE  BEGINNERS^ 
DEPARTMENT 

By 
Angfclina  W»  "V^fay 

AUTHOR   OF 

"Jean  Mitchell's  School/' 
"  Glimpses  of  Child  Nature,"  etc. 

LIBRARY 

Temple  Mt.  Sinai, 
Sioux  City,  iowa 

lio.J.^Z- 

The  Sunday  School  Times  Company 
Philadelphia 

v^7 


Copyright)  1907, ' 

BY 

Thb  Sunday  School  Timks  Ca 


GIFT  OF 
GLADYS     ISAACSON 


CONTENTS 

PACK 

CHAPTER  I 
The  Need  for  the  Beginners'  Department    .    .      i 


CHAPTER  n 
The  Superintendent 8 

CHAPTER  HI 
Organizing  the  Department 13 

CHAPTER  IV 
One  Beginners'  Department 21 

CHAPTER  V 
Socials  for  the  Tiny  Ones 33 

CHAPTER  VI 
Equipping  the  Department 56 

CHAPTER  VII 
The  Two-Year  Course  and  How  to  Use  It     .    .    66 

CHAPTER  VIII 
The  Weekly  Program 76 

CHAPTER  IX 
"Nothing  TO  Work  With" 81 

V 


M27836 


VI  Contents 

CHAPTER  X 
Special  Days 90 

CHAPTER  XI 
Songs  for  Little  Children 96 


CHAPTER  I 

THE  NEED  FOR  THE  BEGINNERS*  DEPARTMENT 

Why  should  we  have  a  Beginners'  Depart- 
ment? Is  it  really  necessary  to  teach  the 
youngest  children  in  a  separate  class? 

These  are  questions  often  asked  with  the  ut- 
most honesty  by  superintendents,  pastors,  and 
teachers  who  are  unfeignedly  desirous  of  giving 
the  best  help  to  the  children  under  their  care. 

"Why,"  ask  many  primary  teachers,  "should 
the  department  we  have  tried  so  hard  to  organ- 
ize, to  which  we  have  given  earnest  thought  and 
affection, — why  should  this  department  be  de- 
creased in  membership  by  the  withdrawal  of 
some  of  the  children?" 

"Why,"  inquire  other  teachers,  "should  a 
school  that  has  many  uses  for  its  scanty  funds 
be  asked  to  contribute  supplies  for  another 
class?" 

"I  plan  my  work  carefully,"  says  still  another 
teacher,  "and  try  to  help  the  oldest  as  well  as 
the  youngest  in  my  class.  Of  course,  I  some- 
times fail,  but  as  a  rule  I  am  conscious  that  no 
child  goes  from  my  room  without  having  been 
helped  by  the  lesson  taught.     This  being  true. 


2        <  ^'    TheJBegXfirtej'^'  Department 

w'hiat  iycis,sif)i^/g'4ip,pk^''po^^  through  a  separa- 
tion?" 

Let  us  consider  the  last  speaker's  words  first. 
Let  us  visit  her  department  some  Sunday  after- 
noon. The  room  is  well-filled.  At  the  front, 
in  tiny  chairs,  are  several  three-year-olds. 
Farther  back  is  a  nine-year-old  boy  with  his  wee 
sister.  Here  is  a  shy  little  lady  of  four,  nestling 
close  to  her  eight-year-old  protector.  Three, 
four,  five,  six,  seven,  eight,  nine — children  of  all 
these  varying  ages  are  present. 

There  are  several  assistants  present  also,  help- 
ing in  maintaining  order  and  in  teaching  the 
supplementary  work.  The  program  is  bright 
and  attractive.  When  the  regular  lesson  for 
the  day  is  taught  the  children  listen  attentively. 
We  leave  the  room  feeling  admiration  and  re- 
spect for  the  skilful  teacher. 

Perhaps  there  are  good  reasons  why  the  plan 
described  is  the  best  for  that  particular  Sunday- 
school.  It  may  be  that,  under  existing  circum- 
stances, the  teacher  is  doing  the  right  thing  and 
has  no  need  to  feel  discouraged  or  conscience- 
smitten  over  the  matter.  Nevertheless  the  fact 
remains  that  the  plan  does  not  and  cannot  give 
the  best  results  for  the  children. 

No  teacher  could  give  a  lesson  that  would  be 
equally  adapted  to  such  varying  ages.  Three 
years  and  nine  view  the  world  from  standpoints 


The  Need  for  the  Beginners'  Department      3 

as  far  apart  as  the  east  and  west.  If  the  teach- 
ing is  satisfying  to  the  needs  of  the  older  pupils 
it  will  be  above  the  comprehension  of  the  younger 
ones.  Again,  hymns  and  exercises  suitable  for 
the  tiniest  learners  are  too  simple  for  the  older 
ones.  In  every  department  in  which  the  ages 
are  so  diverse,  the  teacher  consciously  or  un- 
consciously adapts  the  truth  to  either  the 
younger  or  older,  and  in  almost  every  case  the 
latter  is  favored,  because  otherwise  she  finds 
herself  unable  to  hold  their  attention. 

"But,"  says  some  one,  "if  the  little  ones  listen 
and  seem  interested  they  must  be  receiving  bene- 
fit." 

This  does  not  always  follow.  I  remember 
visiting  a  German  church  one  Sunday.  I  under- 
stood very  little  German.  The  hymns,  prayers, 
and  sermon  were  almost  unintelligible  to  me. 
Vet  I  listened  with  real  interest,  attracted  by  the 
earnestness  of  minister  and  congregation.  In 
so  far  as  I  was  impressed  by  the  reverential  spirit 
shown,  I  was  helped  in  my  own  spiritual  life.  But 
for  real  spiritual  growth  would  I  not,  if  I  could 
choose,  go  to  some  church  where  the  preaching 
was  adapted  to  my  needs  and  could  be  readily 
understood  ? 

The  little  children  cannot  choose  for  them- 
selves. They  must  go  where  their  parents  send 
them.     They  must  accept  the  kind  of  teaching 


4  The  Beginners^  Department 

given  them.  But  should  we  not  see  to  it  that 
their  needs  are  met  in  the  most  helpful  way? 

If  a  teacher  must  deal  with  these  varied  ages, 
let  her  plan  her  session  so  that  some  part  of  it  is 
especially  adapted  to  the  youngest  as  well  as  the 
oldest.  Then,  having  done  that,  let  her  not  be 
content  to  rest  satisfied,  but  keep  a  sharp  out- 
look for  better  conditions. 

As  for  the  question  of  finances,  it  is  a  very 
serious  one  in  many  schools,  and  a  thoroughly 
equipped  beginners'  department,  meeting  in  its 
own  well-furnished  room,  receiving  cards,  pa- 
pers, etc.,  each  Sunday,  means  a  considerable 
outlay  of  money.  I  have  heard  persons  say 
unhesitatingly  when  the  plan  was  suggested,  "It 
would  be  impossible  in  our  school.  We  have 
hard  work  to  pay  our  expenses  as  it  is."  But 
if  the  superintendent  and  teachers  become  con- 
vinced of  the  real  value  of  the  department  they 
will  find  a  way  to  make  it  work.  No  true 
worker  despises  the  day  of  small  things.  If  it 
is  possible  to  equip  the  department  in  accord- 
ance with  the  best  suggestions  for  the  children's 
comfort  and  mental  advancement,  the  invest- 
ment is  unquestionably  wise,  even  if  considered 
from  a  purely  material  standpoint.  But  all  over 
the  land  there  are  Sunday-schools  that  might 
organize  beginners'  departments,  yet  are  de- 
terred by  the  fact  that  they  cannot  get  all  the 


The  Need  for  the  Beginners'  Department      5 

paraphernalia  they  deem  necessary.  To  have 
a  successful  beginners'  department,  but  three 
things  are  absolutely  indispensable — first,  a 
good  teacher ;  second,  a  place  in  which  the  teach- 
ing may  be  done,  and  third,  children  to  be 
taught.  The  place  may  be  but  a  corner  sep- 
arated from  the  rest  of  the  room  by  a  screen. 

This  does  not  mean  that  a  good  teacher  can- 
not do  better  teaching  under  better  conditions. 
The  better  the  teacher,  the  more  use  she  will  be 
able  to  make  of  all  the  helps  that  can  be  given 
her.  But  it  does  mean  that  a  good  teacher  will 
do  good  teaching  under  any  conditions,  because 
all  around  her  keen  eyes  will  see  a  wealth  of 
illustration  and  help  that  may  be  hers  for  the 
taking. 

Many  Sunday-schools  have  discovered,  upon 
organizing  the  class,  that  the  rest  followed  eas- 
ily. Sometimes  parents,  seeing  its  value,  have 
helped  out  with  the  financial  part.  Very  often 
the  church  has  aided  the  work  by  contributing 
furniture  or  money.  Sometimes  a  wealthy  man  or 
woman  in  the  congregation  has  assumed  the 
responsibility  of  supplying  its  needs.  God  has 
promised  to  bless  all  earnest  efforts  put  forth 
in  his  name,  and  surely  work  for  the  little  chil- 
dren must  meet  with  the  approval  of  the  great 
Father. 

In  regard  to  the  objection  urged  by  some  pri- 


6  The  Beginners'  Department 

mary  teachers  that  their  own  department  is  de- 
creased, the  fact  that  better  work  can  be  done 
for  both  younger  and  older  children  should  be 
sufficient  answer. 

The  children  removed  from  the  primary 
classes  are  not  lost.  They  will  return  in  a  few 
years,  better  able  to  understand  and  appreciate 
the  more  advanced  lessons. 

And  now  we  have  come  back  to  the  question, 
"Why  should  we  have  beginners'  departments  ?'' 
"Is  it  really  necessary?"     Emphatically,  yes. 

First,  because  the  youngest  children  need 
simpler  teaching. 

Second,  because  their  interests  are  almost  en- 
tirely in  the  home-life,  and  illustrations  con- 
nected with  that  will  mean  more  to  them,  while 
the  primary  children  are  often  far  more  deeply 
impressed  by  an  incident  of  school  life  or  the 
more  active  sports  in  which  they  engage. 

Third,  because  repetition  is  even  more  essen- 
tial at  this  age  than  a  little  later. 

Fourth,  because  the  two-year  International 
Beginners'  Course  deals  with  thoughts  and  emo- 
tions common  to  all  little  children.  The  tiny 
child  desires  to  know  many  things,  and  the  Be- 
ginners' Lessons,  starting  as  they  do  with  the 
thought  of  God  the  Creator,  lead  the  childish 
mind  naturally  to  the  emotion  of  gratitude  to 
God  the  Father. 


The  Need  for  the  Beginners'  Department      7 

If  the  course  is  begun  (as  it  is  intended  it 
should  be)  the  first  of  September,  the  lessons 
on  thankfulness  will  come  at  Thanksgiving  time, 
and  then,  as  we  talk  about  sharing  our  blessings 
with  others,  will  lead  up  to  the  Christmas 
thought  and  the  great  gift  of  the  little  Christ- 
Child. 

Other  lessons  given  are  those  on  Reverence, 
Obedience,  Repentance,  Forgiveness,  etc. ;  all 
touching  very  closely  on  the  experience  of  even 
the  youngest  child,  while  the  fact  that  several 
lessons  are  devoted  to  each  theme  serves  to 
deepen  the  impressions  made. 


CHAPTER  II 

THE  SUPERINTENDENT 

The  superintendent  of  the  beginners'  depart- 
ment should  be  chosen  with  the  utmost  care. 
There  are  some  qualifications  that  are  abso- 
lutely essential,  and  any  Sunday-school  ignoring 
them  in  its  choice  will  make  a  grave  mistake. 

A  woman  is  almost  invariably  selected  for  the 
position,  and  this  is  wise,  for  little  children,  ac- 
customed to  constant  association  with  the 
mother  in  the  home,  feel  less  timidity  in  their 
new  surroundings  when  this  is  the  case.  Many 
persons  contend  that  only  mothers  should  be 
teachers  of  the  youngest  children,  and  conse- 
crated mothers  do,  indeed,  sometimes  make  ideal 
teachers,  but  it  is  not  always  possible  to  secure 
the  right  kind.  The  qualifications  I  shall  men- 
tion are  just  as  essential  for  mother-teachers  as 
for  any  others,  and  without  them  the  work  done 
in  the  most  beautiful  class-room  will  be  a  failure. 

First — the  superintendent  must  have  a  heart 
full  of  love  for  God,  her  Father,  and  Christ,  her 
Saviour. 

She  may  be  ideal  in  every  other  way,  but  un- 
less she  realizes  the  brooding  tenderness  of  the 
8 


The  Superintendent  9 

heavenly  Father,  feels  the  touch  of  the  nail- 
pierced  hands  and  hears  the  gentle  whisper  of 
the  Redeemer,  she  cannot  lead  the  child-heart 
to  the  fullest  joy  and  confidence. 

Second — She  must  have  a  heart  full  of  love 
for  little  children. 

It  is  not  always  the  most  effusive  sentiment 
that  is  the  deepest.  The  teacher  who  constantly 
refers  to  children  as  "sweet  little  darlings"  may 
not  have  as  much  genuine  affection  for  them  as 
another  who  rarely  uses  pet  names.  Real  love 
shows  itself  in  readiness  to  help  the  little  ones 
outside  of  the  class-room  and  on  other  days  be- 
sides Sundays,  in  patience  with  their  faults  and 
mistakes,  and  in  earnest  endeavor  to  link  home 
and  school. 

Third — She  must  be  willing  to  learn. 

A  self-satisfied  teacher  is  a  poor  teacher.  No 
matter  how  wise  she  is,  no  matter  how  good 
the  methods  she  uses,  the  moment  she  becomes 
convinced  that  there  is  nothing  more  for  her  to 
learn,  that  moment  she  begins  to  retrograde. 
There  is  always  something  for  the  teacher  to 
learn.  New,  fresh  ways  of  presenting  old  truths, 
better  ways  of  reaching  the  child-mind,  new  ways 
of  reaching  the  parents  through  the  little  ones — 
these  and  countless  other  discoveries  are  con- 
stantly being  made  by  live,  thoughtful  teachers, 
and  those  who  would  do  the  best  work  must 


lo  The  Beginners'  Department 

keep  abreast  of  the  times.  Beginners'  teachers, 
especially  if  they  use  the  two-year  International 
Course  (or  any  other  in  which  the  lessons  are 
repeated  with  great  frequency),  will  find  need 
to  guard  against  this  danger.  Repeating  the 
same  lessons  in  the  same  way,  using  the  same 
objects,  the  same  blackboard  illustrations,  the 
same  songs,  the  same  pictures,  and  the  same 
prayers,  will  ultimately  deaden  all  originality  and 
weaken  their  user,  however  perfect  they  may 
be  in  themselves. 

Fourth — She  must  have  a  winning  manner. 
To  teach  little  children  it  is  not  enough  that  the 
teacher  be  good.  It  is  not  enough  that  she  have 
love  for  the  tiny  listeners.  She  may  be  a  veri- 
table saint,  she  may  feel  deep  and  earnest  affec- 
tion for  childhood,  but  unless  she  has  power  to 
attract  it  toward  herself  she  will  not  succeed  as 
a  beginners'  teacher.  This  is  an  indescribable 
power,  because,  real  and  indisputable  as  it  is,  its 
secret  cannot  be  put  into  words.  It  belongs  to 
neither  youth  nor  age,  beauty  nor  ugliness.  I 
have  seen  very  homely,  awkward  persons  to 
whom  little  children  were  drawn  by  some  irre- 
sistible fascination,  while  beautiful  and  graceful 
women  vainly  tried  to  gain  their  favor,  and  I 
have  seen  the  cases  exactly  reversed.  To  some 
extent,  at  least,  it  is  possible  of  acquirement,  but 
happy  is  that  teacher  to  whom  God  has  freely 


The  Superintendent  1 1 

given  this  wonderful  gift,  and  happy  is  that 
Sunday-school  which  numbers  among  its  teach- 
ing  force  some  whom  the  wee  children  love  with- 
out knowing  why. 

Fifth — She  must  be  able  to  use  both  patience 
and  firmness. 

Order  is  necessary  if  good  teaching  is  to  be 
done.  If  the  teacher  of  the  beginners'  class 
allows  the  little  ones  to  wander  around  the  room 
at  their  own  sweet  will,  lets  them  keep  up  a  con- 
stant chatter  while  she  is  talking,  smiles  indulg- 
ently at  Freddie  as  he  thumps  his  chair  on  the 
floor,  simply  shakes  her  head  at  Susie  when  that 
white-robed  cherub  slaps  Nelly  for  the  third  or 
fourth  time, — if  she  permits  these  things  to  con- 
tinue unchecked,  the  children  might  far  better 
remain  at  home.  The  lesson  she  endeavors  to 
teach  with  her  lips  is  nullified  by  the  lesson  she 
teaches  by  her  actions.  The  class  is  learning 
irreverence,  inattention,  carelessness,  rudeness 
and  disobedience;  evil  weeds  that  grow  quickly 
and  bring  forth  abundant  fruit  in  the  primary 
and  junior  departments. 

Patience,  that  virtue  needed  by  every  teacher 
in  every  grade,  is  needed  in  fourfold  measure 
by  those  who  deal  with  beginners.  With  the  best 
intentions  in  the  world,  the  little  people  often 
do  things  exactly  opposite  to  directions  given 
them.    They  forget  and  forget,  and  have  to  be 


12  The  Beginners'  Department 

reminded  again  and  again.  An  impatient  teacher 
irritates  and  frets  them.  But  she  who  is  wise 
remembers  that  patience  and  firmness  go  hand 
in  hand,  and  that  they  are  not  antagonistic,  but 
each  is  supplementary  to  the  other. 

Other  quahfications  might  be  mentioned:  en- 
thusiasm, originality,  keen  sense  of  responsibil- 
ity, etc.  All  are  helps.  All  have  their  value.  Nev- 
ertheless, I  believe  that  the  five  qualifications 
given  are  those  that  are  really  indispensable. 
Leave  even  one  out  and  the  department,  how- 
ever well-equipped  in  other  ways,  will  never  do 
its  best  work.  Find  a  teacher  or  superintendent 
who  combines  them  all,  and  the  department 
however  poorly  furnished,  will  accomplish 
results  that  will  tell  in  time  and  in  eternity.  The 
teachers  make  or  mar  the  school.  The  begin- 
ners' teacher  makes  or  mars  her  class  or 
department. 


CHAPTER  III 

ORGANIZING  THE  DEPARTMENT 

In  Sunday-schools  in  towns  or  cities  it  is  an 
easy  matter  to  build  up  a  large  beginners'  de- 
partment, provided  the  superintendent  who  has 
been  chosen  will  devote  a  little  time  and  energy 
to  the  work. 

Almost  every  primary  department  includes  a 
few  children  under  six  years  of  age,  who  have 
accompanied  their  older  brothers  or  sisters. 
Many  superintendents  are  content  to  put  these 
in  a  separate  division  and  call  it  the  beginners' 
department,  not  realizing  that  the  few  may  be 
but  the  nucleus  of  a  large  class. 

A  certain  school  had  come  to  the  conclusion 
that  it  ought  to  have  a  beginners'  department. 
A  room  was  set  apart  for  the  purpose,  a  teacher 
and  assistant  were  provided,  and  seven  little 
children,  taken  from  the  primary  class,  met  Sun- 
day after  Sunday  for  a  year.  From  time  to 
time  announcements  of  the  new  department 
were  made  in  church  by  the  pastor  and  in  the 
main  school  by  the  superintendent,  but  the  class 
did  not  grow.  At  the  end  of  the  year  the 
teacher  resigned.  The  primary  teacher,  realiz- 
ing the  better  work  she  had  done  since  the  di- 

13 


14  The  Beginners'  Department 

vision,  was  reluctant  to  go  back  to  old  condi- 
tions, but  many  of  the  church  officials  felt  that 
the  room  which  had  been  used  by  the  beginners 
was  needed  for  other  purposes,  and  suggested 
keeping  the  little  children  apart  from  the  others 
in  one  corner  of  the  primary  room. 


JjiOJu 


I  ScXovt  JivViA4,  AA^tJtJt  .  « 

'  ij^nu  OAJU     /lU/oAAJ  deb .  K/huidAvtX 

f  j^^*^  '"^  ^  ^  "^"^  ^^^  T^e,a4^^unjux^^Ci<lu\ 
idovii,  Alrt/  JuULhjYV  rmxiyrwu  tluy*v^  oJmJCt        I 


At  last  a  young  lady  volunteered  to  teach  the 
"tots,"  with  the  distinct  understanding  that  if 
the  class  outgrew  its  little  corner  it  should  be 
given  the  use  of  the  large  room  again. 

She  then  spoke  to  every  child  in  the  primary 


Organizing  the  Department  15 

department,  asking  if  any  of  them  had  smaller 
brothers  or  sisters  at  home.  To  all  who  said 
they  had  a  Httle  brother  she  gave  a  pretty  card 
cut  from  scarlet  cardboard  in  the  shape  of  a 
shield.  The  card  was  decorated  with  a  small 
scrap-picture  that  made  it  very  attractive.  The 
invitation  was  written  in  white  ink. 

To  those  who  had  little  sisters  she  gave  the 
same  kind  of  card,  with  a  picture  of  a  girl  at 
the  top.  The  blanks  were,  of  course,  properly 
filled  out  with  name  and  age. 

In  a  little  blank  book  she  kept  a  record  of 
every  card  sent  out,  with  the  addresses.  Every 
time  a  child  entered  Sunday-school  in  response 
to  the  invitation  she  put  a  check  opposite  his 
or  her  name,  and  then  at  the  end  of  a  month 
called  personally  at  the  homes  from  which  no 
response  had  been  received. 

Many  parents  said  they  would  be  glad  to  send 
their  little  ones,  but  had  hesitated  to  do  so,  fear- 
ing they  might  not  be  quiet  during  the  session. 
Miss  Clifton  assured  them  that  she  anticipated 
no  trouble,  as  the  meetings  were  very  interesting 
and  there  was  so  much  to  do  and  see  that  there 
was  no  time  for  disorder. 

A  few  parents  said  their  children  were  timid 
and  would  not  remain  alone.  She  gave  them  a 
cordial  invitation  to  come  with  them  and  visit 
the  class. 


1 6  The  Beginners^  Department 

Some  thought  the  distance  too  great.  In  a 
few  cases  this  difficulty  was  met  by  older  girls 
from  the  Junior  League,  who  volunteered  to  call 
for  the  beginners  and  see  that  they  returned 
safely  when  school  was  out.  If  this  plan  was 
not  feasible  under  existing  conditions,  Miss 
Clifton  asked  permission  to  enroll  the  child  in 
question  as  a  home  member  of  the  class,  and 
took  special  care  to  send  him  an  invitation  on 
Children's  Day,  Rally  Day,  Thanksgiving,  Christ- 
mas and  Easter. 

In  two  months  the  beginners'  class  increased 
from  seven  to  thirty-seven. 

The  same  plan  was  then  pursued  with  the 
junior  and  main  departments  of  the  school,  after 
which  Miss  Clifton  obtained  from  the  pastor  the 
address  of  every  member  of  the  church.  She 
enlisted  several  other  young  ladies  as  helpers, 
and  they  called  on  the  entire  list. 

Many  discoveries  were  made  during  this  can- 
vass, which,  as  the  members  were  scattered,  prac- 
tically covered  the  whole  city.  In  several  in- 
stances the  workers  found  five  or  six  children 
whose  parents  belonged  to  the  church,  but  who 
had  never  sent  their  boys  and  girls  to  any 
Sunday-school,  and  many  times  the  excuse  given 
was,  "No  one  ever  asked  about  them  or  took 
any  interest  in  them." 

Almost  invariably,  after  a  little  pleasant  ex- 


Organizing  the  Department  I7 

planation,  these  parents  consented  to  enroll 
themselves  as  members  of  the  Home  Depart- 
ment, or  to  join  Bible  Classes  in  the  main  school, 
urged  their  older  children  to  attend,  let  the  little 
ones  become  members  of  the  beginners'  or  pri- 
mary department,  and  proudly  received  certiifi- 
cates  of  baby's  membership  on  the  Cradle  Roll. 

Sometimes  the  visitors  discovered,  by  inquiry, 
that  new  families  had  moved  into  the  neighbor- 
hood. If  they  were  members  of  other  religious 
denominations,  their  names  and  addresses  were 
given  to  the  pastor  of  the  nearest  church  of 
their  choice.  If,  however,  they  belonged  to  no 
church,  they  were  heartily  invited  to  attend  the 
one  to  which  the  visitor  belonged,  while  their 
children  were  secured  for  that  Sunday-school. 

In  six  months  Miss  Clifton's  beginners'  class 
numbered  ninety-two,  with  an  average  attend- 
ance of  sixty.  The  primary,  junior  and  main 
departments  had  doubled,  two  large  Bible 
classes  had  been  formed,  the  Home  Department 
had  increased  from  thirty  to  one  hundred,  and 
the  Cradle  Roll,  instead  of  twenty,  proudly 
recorded  eighty-six  names. 

Better  than  all,  the  church  itself  felt  the  in- 
fluence of  the  new  enthusiasm.  New  faces  were 
seen  in  the  pews  and  old  faces  long  absent  were 
again  noted. 

Every  beginner  received  an  enrolment  card, 


i8 


The  Beginners'  Department 


and  Miss  Clifton,  knowing  full  well  the  attrac- 
tion pictures  and  gay  colors  possess  for  a  little 
child,  made  them  as  fascinating  as  possible,  tying 


them  with  ribbon  and  decorating  them  with  pic- 
tures of  flowers. 

Both  invitation  and  enrolment  cards  may  be 


Organizing  the  Department  19 

purchased  from  the  various  publishing  houses, 
but  if  a  teacher  has  time  to  do  so,  or  can  get 
other  persons  to  help  her,  she  will  find  that,  at 
a  trifling  expense,  she  can  make  cards  that  are 
just  as  highly  prized  by  the  children. 

Any  kindergarten  supply  company  will  fur- 
nish one  hundred  five-inch  cardboard  squares 
in  pretty  colors,  for  thirty  cents.  For  ten  cents 
the  Milton  Bradley  Co.  furnish  an  envelope  of 
assorted  scrap  pictures,  containing  numerous 
small  pictures  suitable  for  pasting  on  these 
cards.  The  majority  of  teachers  will  prefer  the 
envelopes  containing  flower  or  children's  pic- 
tures. Three  spools  of  baby  ribbon,  at  ten  cents 
a  spool,  will  provide  enough  ribbon  for  more 
than  one  hundred  cards.  For  a  class  of  fifty 
the  invitation  and  enrolment  cards  will  cost 
less  than  seventy-five  cents,  for  there  will  be 
enough  ribbon  and  pictures  left  to  use  on  other 
occasions. 

Of  course  the  cards  have  to  be  cut  into  the 
shapes  suggested,  and  many  teachers  may  pre- 
fer to  spare  themselves  this  extra  labor,  but  the 
different  forms  appeal  wonderfully  to  the  child, 
and  the  toiler  will  feel  amply  repaid  by  their 
added  delight  if  she  can  make  the  effort. 

In  many  churches  there  are  persons  who  are 
"shut-in"  by  illness  or  other  physical  disability, 
who  would  gladly  do  this  pretty  work  if  they 


20  The  Beginners'  Department 

were  asked,  and  who  would  feel  themselves 
brought  into  new  relationship  with  the  Sunday- 
school  by  so  doing. 

Organizing  a  beginners'  department  in  town 
or  city  Sunday-schools  is  not  a  difficult  under- 
taking, ordinarily.  In  country  districts  the  case 
is  far  different,  and  the  teacher  will  find  herself 
confronted  by  many  obstacles.  Even  after  she 
has  succeeded  in  forming  her  class  she  must  be 
prepared  to  face  the  fact  that  stormy  weather 
or  bad  roads  will  often  cause  numerous  ab- 
sences. Nevertheless,  perseverance  and  enthu- 
siasm will  bring  rich  results,  and  the  country 
teacher  should  remember  for  her  own  encour- 
agement that  the  very  best  and  most  lasting  im- 
pressions are  sometimes  made  when  the  class 
is  smallest. 


CHAPTER  IV 

ONE  beginners'  DEPARTMENT 

It  was  in  a  large  Sunday-school  in  which  chil- 
dren and  demands  were  many,  but  funds  unfor- 
tunately small.  Miss  Wheeler,  the  superin- 
tendent of  the  department,  had  to  get  along 
without  many  of  the  things  she  wished,  for  with 
the  best  of  good  will  on  the  part  of  the  superin- 
tendent of  the  school  there  was  barely  enough 
money  available  for  the  necessities. 

The  room  was  neither  large  nor  very  light, 
but  it  was  very  pretty  and  attractive.  To  the 
forty-eight  tiny  children  who  called  it  "our 
room"  it  was  the  loveliest  place  in  the  world, 
first,  because  their  own  homes  boasted  little 
beauty,  but  most  of  all,  because  everything  in 
it,  they  felt,  belonged  to  them. 

The  seats  were  high.  Miss  Wheeler  some- 
times dreamed  tantalizing  dreams  of  a  time 
when  comfortable  little  chairs  would  keep  the 
tiny  weary  legs  from  swinging,  but  as  that  item 
alone  would  cost  at  least  twenty  dollars,  it 
seemed  merely  a  bright  vision.  She  could  only 
mitigate  the  discomfort  by  having  frequent 
marching  or  standing  exercises  that  rested  the 
tired  muscles. 

31 


22  The  Beginners^  Department 

A  small  organ  stood  in  one  corner  of  the 
room.  On  its  flat  top  was  a  large  bronze-green 
jardiniere  that  was  always  filled  with  flowers, 
bright  leaves,  or  evergreen.  A  pretty  pink  and 
white  cup  stood  there,  too,  utilized  each  Sunday 
to  hold  the  collection. 

The  old  cracked  walls,  which  had  once  been 
green,  were  dim  and  faded,  but  all  the  worst 
places  were  skilfully  concealed,  for  Miss 
Wheeler  had  pasted  a  frieze  of  wall-paper  around 
the  room  about  three  feet  from  the  floor.  It 
was  really  border  paper,  and  had  cost  two  cents 
a  yard,  but  was  so  exquisitely  dainty  and  pretty, 
with  its  clusters  of  pink  rosebuds  on  a  dull  white 
background,  that  no  one  would  have  suspected 
its  cheapness.  A  two-inch  border  of  gold  at 
the  top  of  the  frieze  added  immeasurably  to  its 
effect. 

Above  the  frieze  hung  nineteen  of  the  pret- 
tiest pictures  in  the  Beginners'  Supplementary 
Lessons,  the  course  outlined  by  Miss  Marion 
Thomas.  They  had  been  carefully  mounted  on 
gray  cardboard,  and  were  hung  by  pink  baby 
ribbon,  so  that  they  might  easily  be  taken  down. 
For  the  teacher's  convenience  they  were  ar- 
ranged according  to  season,  those  in  the  front 
and  back  representing  summer  and  winter,  while 
the  two  sides  represented  spring  and  autumn. 
The    spring    pictures    included    Easter    Lilies, 


One  Beginners'  Department  23 

Feeding  the  Chickens,  The  Narcissus,  and  Jesus 
and  Mary;  for  summer,  Helping  Grandma, 
Picking  Berries,  The  Flag,  The  Boy  with  the 
Loaf,  and  Gathering  Daisies;  for  autumn.  The 
Boy  and  the  Dog,  The  Squirrel,  Children  in  the 
Wheat  Field,  and  Giving  Thanks;  while  for 
winter  Miss  Wheeler  had  selected.  Making 
Christmas  Gifts,  The  Baby  Jesus,  The  Shep- 
herds, The  Country  Church,  Christ  Blessing 
Children,  and  The  Wise  Men  (one  of  the  larger 
pictures  in  the  regular  International  Beginners' 
Course). 

On  each  wall  hung  three  monthly  calendars, 
the  foundation  of  each  being  an  eighteen-inch 
square  of  dark  gray  cardboard,  with  figures  at 
the  lower  right-hand  corner  in  large,  plain  type. 
Small  gilt  stars  over  several  dates  marked  the 
birthdays  of  various  children.  Each  calendar 
was  tied  with  pink  ribbon  and  lettered  with 
white  paint. 

The  calendar  for  January  bore  a  picture  of 
a  little  church  among  snow-covered  hills,  at  the 
side  of  which  were  the  words : 

When  woods  and  hill  are  hushed  and  still, 
The  bells  ring  out  their  music  sweet, 

And  young  and  old  within  God's  house 
Each  Sabbath  day  are  glad  to  meet. 

February    had    an    oval    picture    of    George 


24  The  Beginners'  Department 

Washington,    with    a    pretty    silk    flag    draped 
above  it,  and  carried  the  inscription. 

Our  flag!  our  country's  flag  so  dear! 
Loved  by  each  little  learner  here. 
Brave,  pure,  and  true  each  child  should  be 
Who  loves  this  banner  of  the  free. 

March  had  branches  of  real  pussy-willows 
thrust  through  two  slits  in  the  upper  left-hand 
corner,  their  fuzzy  silken  coats  still  retaining 
their  sheen.     Underneath   was  written, 

Every  silver  pussy  on  the  willow  tree, 

Whispers,  oh!  so  softly,  of  the  days  to  be. 

Though  the  sleet  is  falling,  though  the  March  winds 

blow, 
God  will  send  the  springtime  soon,  we  know. 

For  April  there  was  a  slender  locust  twig, 
holding  a  split  chrysalis,  beneath  which  a  splen- 
did painted  butterfly  had  been  mounted. 

Oh,  butterfly,  butterfly,  sleeping  so  long. 
The  robin  and  bluebird  have  sung  you  a  song. 
Fly  out  in  the  sunshine  and  carry  with  joy 
The  glad  Easter  message  to  each  girl  and  boy. 

The  above  words  were  printed  at  the  side  of 
the  April  card. 

A  picture  of  a  robin's  nest  on  a  blossoming 
bough  adorned  the  May  calendar.  Four  wee 
birds  nestled  close  together  in  the  tiny  home, 


One  Beginners'  Department  25 

while    the    mother   bird    perched    on   the    limb 
above.     The  verse  below  read: 

Only  a  little  robin's  nest, 

Up  in  an  apple  tree, 
But  God  can  care  for  tiny  birds. 

Just  as  he  cares  for  me. 

An  exquisite  pink  rose,  so  natural  that  it 
seemed  as  if  one  could  almost  smell  its  fra- 
grance, had  been  fastened  to  the  June  calendar 
with  the  words, 

Pink  as  the  edge  of  a  sunset  cloud, 
Or  the  heart  of  a  crinkled  shell. 

Oh,  fair  little  rose!  oh,  sweet  little  rose! 
Our  Father's  love  you  tell. 

Two  children  saluting  the  flag  brightened 
July's  calendar.  It  had  the  familiar  motto,  '*I 
give  my  head,  my  hands,  and  my  heart  to  God 
and  my  country." 

For  God,  for  home,  for  native  land. 
Each  little  child  may  bravely  stand. 

A  spray  of  spotless  lilies  illustrated  the 
words, 

In  the  August  dust  and  heat 
Snowy  lilies  blossom  sweet. 
Let  us,  like  the  lilies  fair. 
Scatter  fragrance  everywhere. 

September    was    represented    by    an    empty 


26  The  Beginners'  Department 

bird's  nest,  a  real  one,  on  a  twisted  branch,  and 
Miss  Wheeler  had  written, 

Frosty  winds  are  blowing 

In  the  elm  trees  high, 
Merry  birds  are  calling, 

"We  must  say  good-bye." 
Guided  by  God's  wisdom 

Far  away  they'll  fly. 

To  make  the  October  calendar  she  had 
pressed  and  mounted  several  gold  and  crimson 
autumn  leaves,  bringing  out  the  full  meaning  of 
the  lines  below  them. 

Little  falling  leaves  of  red  and  gold  and  brown, 
Breathing  softest  music  as  you  flutter  down, 
Hide  the  sleepy  flowers  nodding  everywhere, 
Tell  the  happy  children  of  your  Father's  care. 

November  had  several  stalks  of  ripened 
wheat  tied  loosely  and  gracefully  above  two  tiny 
white  bags  of  flour.  The  words  on  the  card 
were: 

For  ferns  and  flowers  fair  and  sweet. 
For  shining  fields  of  golden  wheat, 
For  skies  that  arch  and  gleam  above, 
For  home  and  friends,  for  life  and  love, 
Accept  our  thanks,  dear  Father. 

For  December  a  golden  star  gleamed  from 
one   corner   of  the   card,   while   unden?^Hth   a 


One  Beginners'  Department  27 

charming  picture  of  the  baby  Jesus  appeared  the 
stanza, 

Sweetest  of  months  is  December; 

Month  when  the  merry  bells  chime, 
Month  when  the  stars  shine  the  brightest. 

Telling  of  glad  Christmas  time. 
Dearest  of  months  is  December; 

Ring  out  the  carols  so  gay. 
Jesus,  the   Bethlehem  Baby, 

Came  on  the  first  Christmas  Day. 

On  the  low  window-sills,  within  easy  reach 
of  the  little  fingers  that  might  have  meddled 
but  never  did,  were  five  pink  geraniums.  The 
desk  was  covered  with  pink  crepe  paper,  looped 
up  with  clusters  of  pink  and  white  buds. 

Side  by  side  at  the  front  of  the  room  hung 
the  Cradle  Roll  Birthday  Card  and  the  Begin- 
ners' Roll.  Both  had  been  made  by  the  teacher 
in  accordance  with  a  suggestion  in  an  old  Sun- 
day-school magazine.  The  former  was  pure 
white,  decorated  with  twelve  golden  bells  (one 
for  each  mouth),  cut  from  heavy  embossed 
paper.  Two  little  doors  in  the  middle  of  each 
bell  folded  back  to  disclose  the  names  of  the 
babies  whose  birthdays  came  in  the  particular 
month  then  passing.  Around  the  bells  in  pretty 
gilt  lettering  ran  the  words, 

A  joyful  greeting,  baby  dear. 

God  keep  you  in  His  care, 

And  help  you  as  each  birthday  comes 

To  grow  more  sweet  and  fair. 


28  The  Beginners'  Department 

The  Beginners'  Roll,  of  light  gray  cardboard 
had  a  border  of  pink  roses,  and  contained  the  full 
Hst  of  names. 

The  very  prettiest  part  of  the  room,  how- 
ever, was  the  ceiling.  It  had  been  Miss 
Wheeler's  despair.  Spotted  and  dingy,  it  had 
spoiled  the  whole  effect,  until  she  thought  of 
covering  it  with  a  canopy  of  chains  of  pink  and 
white  paper.  The  children  themselves  had 
made  these  at  a  happy  social.  Each  link  was 
five  inches  long,  and  a  half-inch  wide.  The 
pink  chosen  was  not  the  bright  color  that  in- 
variably reminds  one  of  popcorn,  but  was  much 
paler  and  daintier.  The  chains,  fastened  at 
regular  intervals  along  the  top  of  the  walls, 
were  slightly  drooped,  and  then  fastened  again 
at  the  middle  of  the  ceiling  over  an  old,  unused 
gas  chandelier  that  had  been  draped  with  pink. 
The  result  was  indescribably  dainty  and  bowery, 
effectually  diverting  attention  from  the  marred 
ceiling. 

Dull  brown  carpet  covered  the  floor,  and 
white  shades  hung  at  the  windows. 

At  some  of  their  socials  the  children  had 
helped  to  make  scrap-books  containing  Bible 
pictures  mounted  on  paper  muslin.  Many  of 
them  were  the  large  Beginners'  Lesson  Cards, 
of  which  one  or  two  were  left  each  Sunday, 
while  others  had  been  given  by  class  or  teacher. 


One  Beginners'  Department  29 

Small,  bright-colored  pictures  of  flowers,  birds, 
etc.,  cut  from  advertising  cards,  were  pasted 
around  the  edges.  These  books  were  kept  in  a 
drawer  to  which  the  children  had  free  access, 
and  early-comers  each  week  delighted  to  exam- 
ine their  contents,  while  the  listening  teacher 
often  marveled  at  their  quaint  comments  con- 
cerning Moses,  Noah,  Daniel,  and  other  Bible 
heroes. 

In  a  locked  drawer  in  tough  manilla  paper 
envelopes  she  kept  the  supplies  of  birthday  cards. 
Cradle  Roll  certificates,  etc. 

Five  dozen  of  the  former  had  been  made  by 
hand,  to  save  expense,  the  total  cost  being  but 


five  cents.  They  were  cut  in  bell-shape  from 
light-weight  crimson  cardboard,  large  quantities 
of  which  had  been  given  away  as  "waste"  at  a 


30  The  Beginners'  Department 

publishing  house,  while  smaller  pieces  of  pink, 
green,  yellow,  and  blue,  "left  over"  after  print- 
ing tickets,  were  willingly  donated  by  a  news- 
paper firm.  The  bells  were  lightly  edged  with 
gold  paint,  lettered  in  gilt,  and  had  a  pretty 
scrap  picture  at  the  top.  Large  sheets  of  these 
scrap-pictures,  containing  sixty  or  more  pic- 
tures, may  be  purchased  at  Wanamaker's  Phila- 
delphia store  for  five  cents  each. 


One  Beginners'  Department  31 

The  Cradle  Roll  birthday  cards,  cut  from 
white  cardboard,  were  shaped  like  a  star,  had 
a  tiny  gold  star  in  each  point,  and  were  tied  with 
blue  ribbon.  (For  illustration  see  preceding 
page.) 

There,  too,  were  the  Cradle  Roll  enrolment 
cards,  of  robin's  ^g%  blue,  with  ribbon  a  shade 
brighter  and  the  words: 


O-tf.  ahntc  nA-  JMAJthLu  uru^ 
(mtuL  at  jIojJ:  AAfkt^  IJL  u^  0\r<Jo, 


In   another   envelope   were   little   black   um- 
brellas, to  be  given  on  especially  stormy  Sun- 


32 


The  Beginners'  Department 


days,  while  tiny  pink  parasols  were  distributed 
when  the  weather  was  excessively  hot.  Of 
course  they  were  made  of  cardboard. 


X 


1 


f^x^!' 


JX^MtJUt-tZiA^    -/^^^^ 


IPu^U'  (Vn^  fa»A//t^  du^  ^«tKiA>  '*>  ^<ui^  I 


CHAPTER  V 

SOCIALS  FOR  THE  TINY  ONES 

Miss  Wheeler  planned  her  Beginners'  Socials 
with  several  purposes  in  view.  Remembering 
that  the  little  tots  are  all  activity,  she  arranged 
very  simple  programs,  demanding  much  life 
and  animation.  The  mothers  were  always  in- 
vited, and  an  effort  was  made  to  have  the 
games  and  occupations  suggestive  in  character, 
such  as  might  be  used  afterward  in  the  home 
without  difficulty. 

In  all  cases  invitations  were  prepared,  because 
it  was  found  that  the  parents  appreciated  them 
even  more  than  the  children.  Mary's  or 
Johnny's  invitations  were  carefully  treasured 
and  proudly  displayed. 

As  Miss  Wheeler  had  more  time  than  money 
at  her  disposal,  she  used  pieces  of  cardboard 
given  at  a  paper-box  factory.  As  these,  of 
course,  are  not  uniform  in  shape  or  size,  it  took 
considerably  longer  to  cut  and  shape  them  than 
if  they  had  been  alike.  A  friend  of  hers,  in 
charge  of  another  beginners'  department,  saved 
time  by  using  the  Blank  Sewing  Cards  manu- 
factured by  Milton  Bradley  Co.,  at  a  cost  of 

33 


34 


The  Beginners'  Department 


twenty  cents  a  hundred.  The  cards  may  be 
purchased  in  the  following  colors :  Cherry,  blue, 
green,  yellow,  pink,  buff,  salmon,  gray,  and 
white,  and  are  four  inches  square.  Often  two 
invitations  can  be  cut  from  one  card,  so  the 
average  cost  of  fifty  invitations  would  be  about 
six  cents. 

The  socials  were  held  on  Saturday  afternoons, 
once  a  month,  and,  while  inexpensive,  were 
greatly  enjoyed  by  both  children  and  parents. 
Sometimes  they  were  held  in  the  Sunday-school 
room,  sometimes  at  Miss  Wheeler's  home. 


No.  z.     Building  Social 


cLitt^  inMJicUrui,  unyxjJicL 


^/^xriu 


io'. 


Zct  JUb\  AXJU. 


fm^ 


taJlL. 


These  invitations  were  cut  from  yellow  card- 
board.    Almost    every    small   child   has   a   box 


Socials  for  the  Tiny  Ones  35 

of  blocks.  Miss  Wheeler  told  her  class  to  bring 
theirs,  but  to  make  assurance  doubly  sure  she 
borrowed  a  quantity  of  cubes  from  a  neighbor- 
ing kindergarten.  On  the  afternoon  in  ques- 
tion twenty-five  children  and  ten  mothers  ap- 
peared, the  former  proudly  clasping  their 
precious  boxes.  A  happy  half-hour  followed. 
Miss  Wheeler  let  the  little  ones  sit  on  the  car- 
pet to  build,  and  with  the  help  of  the  willing 
mothers  showed  them  how  to  make  many 
pretty  forms.  Among  the  ones  they  liked  best 
were  the  following  well-known  kindergarten 
forms:  grandpa's  chair,  mother's  chair,  church, 
cross,   house,    locomotive,    and   well. 

As  this  had  been  a  quiet  occupation,  the  next 
ten  minutes  were  spent  in  marching,  while  at 
the  same  time  they  imitated  the  motions  made 
by  builders,  hammering,  planing,  sawing,  etc. 

Then  came  the  most  delightful  part  of  the 
afternoon.  Miss  Wheeler  had  made  a  tiny 
house  for  each  child,  and  as  she  gave  them  out, 
the  ''oh's*'  and  "ah's''  were  numerous.  The 
children  stood  the  bright  little  red,  green,  and 
yellow  cottages  in  rows  and  "visited"  and  "kept 
house"  to  their  hearts'  content,  until  refresh- 
ments, consisting  of  cubes  of  iced  cake,  were 
passed,  and  the  happy  party  came  to  an  end. 

The  little  houses  looked  like  Figure  I,  when 
finished. 


36 


The  Beginners^  Department 


Figure 

They  were  made  from  four-inch  squares  of 
cardboard,  ruled  and  cut  according  to  direc- 
tions. Crease,  but  do  not  cut,  the  dotted  lines. 
Cut  on  heav^  lines.     Fold  the  squares  G  and  H 


1 

!.-.....-••>•••••. 

3 

G 

I 

\ 

Z 

s 

\ 

H 

4 

Figure  z 

on  top  of  each  other,  and  paste.  Do  the  same 
with  I  and  J.  Let  comers  i  and  2  lap  slightly 
and  paste.  Repeat  with  corners  3  and  4.  Cut 
door  and  windows. 


Socials  for  the  Tiny  Ones  37 

No.  2.     Animal  Social 
Little  cats  cut  from  gray  cardboard  formed 
the  invitations  to  this  social.     Each  cat  had  a 


tiny  bright-colored  cord  tied  in  a  bow  around 
its  neck. 

At  the  social  the  children  played  the  familiar 
Animal  Game,  in  which  one  player,  blindfolded, 
stands  in  the  middle  of  the  ring,  points  to  an- 
other player,  demands  "Quack  like  a  duck"  or 
"Bark  like  a  dog,''  or  "Mew  Hke  a  cat,''  and  then 
tries  to  guess  who  answered. 

Miss  Wheeler  had  been  busy  for  some  time 
collecting  and  cutting  pictures  of  animals  from 


38 


The  Beginners'  Department 


the  pages  of  old  magazines,  circus  hand-bills, 
etc.  These  she  had  mounted  on  squares  of 
tinted  cardboard  and  had  cut  them  in  half.  The 
children  took  great  delight  in  trying  to  match 
the  various  halves,  and  each  one  who  succeeded 
in  forming  a  complete  animal  was  given  a  gin- 
gerbread kitty.  Searching  for  animal  crackers 
that  had  been  hidden  in  an  adjoining  room  com- 
pleted this  social. 

No.  3.    Ring  Social 


These  invitations  were  made  of  pretty  pink 
cardboard. 


Socials  for  the  Tiny  Ones 


39 


For  use  at  the  social  the  teacher  purchased 
one  hundred  four-inch  colored  circles  from 
Milton  Bradley  Co.,  for  twenty  cents.  Fifty 
of  these  were  cut  into  three  rings,  a  quarter  of 
an  inch  in  width,  and  one  one-inch  circle.  To  in- 


Figure  i  Figure  2 

sure  accuracy  she  folded  the  large  circles  in 
quarters,  like  Fig.  I.  On  top  of  each  folded 
quarter  she  placed  a  tissue  paper  pattern  marked 
like  Fig.  2,  traced  the  black  lines,  and  after- 
wards cut  along  them. 

When  the  children  arrived  each  one  received 


•a  six-inch  square  of  white  paper  (with  a  large 
black  dot  in  the  center  for  a  guide),  a  tooth- 


40  The  Beginners'  Department 

pick,  a  small  dab  of  paste  (a  five-cent  tube  of 
library  paste  is  enough  for  fifty  children),  three 
of  the  rings,  of  different  color  and  size,  and 
one  of  the  tiny  circles.  With  the  help  of 
teacher  and  mothers  they  pasted  rings  and  cir- 
cles on  the  squares.  As  Miss  Wheeler  had 
been  careful  to  choose  colors  that  harmonized, 
the  result  was  really  pretty.  After  all  had 
finished  she  scalloped  the  edges  neatly  and  the 
children  had  refreshments  (cookies  with  a  hole 
in  the  middle)  on  their  "ring  plates,"  as  they 
proudly  called  them. 

One  of  the  mothers  lent  the  game  of  Ring- 
Toss  for  the  occasion,  but  very  few  children 
succeeded  in  "ringing''  the  stake,  as  the  little 
hands  were  not  very  steady,  so  Miss  Wheeler 
devised  an  easier  play — that  of  tossing  the  rings 
into  an  empty  waste-basket  set  in  the  middle 
of  the  circle  of  players.  At  every  successful 
venture  the  children  marched  and  sang, 

"Hurrah  for  the  child  whose  aim  is  so  true! 
Hurrah  and  hurrah  we  will  sing. 
May  you  be  steady  in  all  that  you  do, 
As  well  as  in  throwing  the  ring." 

All  the  Other  games  played  at  this  social  were 
ring  games,  such  as  Blind-man's  Buff,  Here  we 
go  'round  the  Mulberry-bush,  Drop  the  hand- 
kerchief, etc. 


Socials  for  the  Tiny  Ones  41 

No.  4.     Stick  Social 

STICK  SOCIAL,  SATURDAY,  2  P.M. 

Five,  six,  pick  up  sticks, 
Seven,  eight,  lay  them  straight. 

For  this  social  Miss  Wheeler  bought  fifty 
enlarged  sticks,  three-sixteenths  of  an  inch 
square  and  five  inches  in  length,  from  the  Brad- 
ley Co.,  for  eleven  cents.  They  are  smooth  and 
white  and  made  very  pretty  and  unique  invita- 
tions when  tied  with  bright  blue  baby  ribbon. 

From  the  same  Company  she  purchased  looo 
four-inch  colored  sticks,  at  a  cost  of  thirty 
cents.  These  may  be  kept  and  used  for  many 
purposes  besides  the  one  described. 

As  the  little  guests  came  in,  each  was  given 
a  handful  of  the  bright  sticks  and  was  shown 
how  to  make  a  large  number  of  designs.  The 
following  small  illustrations  are  merely  sugges- 
tive. Innumerable  others  were  made  by  the 
children. 

Tiny  slender  sticks  of  candy,  wrapped  in  white 
tissue  paper  (the  kind  that  comes  tied  in  bundles 
of  six,  each  bundle  costing  a  cent)  were  then 
scattered  broadcast  over  the  floor,  and  the 
children  delightedly  "picked  up  sticks"  and  ate 
them! 

Ten  sticks  of  kindling  wood  were  then  stood 
in  a  row,  at  equal  distances  apart,  and  the  play- 
ers took  turns  in  rolling  a  round  stick  over  thl^ 


42 


The  Beginners'  Department 


floor  toward  them.  Each  time  they  were  ar- 
ranged so  that  if  one  fell  it  would  knock  the 
others  over,  too,  a  fact  which  caused  hilarious 
and  unfailing  amusement. 


Ladder 


Fence 


Star 


^T^ 


Umbrella 


Tree 


Ms 


Broom 


Sticks  of  peppermint,  birch,  or  lemon  candy 
were  the  appropriate  refreshments. 


No.  5.     Cooky  Social 
This  proved  to  be  one  of  the  most  enjoyable 
of  all  the  socials.     From  the  moment  the  chil- 
dren received  the  "cunning  little  rolling-pin  invi- 
tations/' cut  from  light  brown  cardboard,  they 


Socials  for  the  Tiny  Ones  43 

talked  constantly  of  the  good  time  to  come. 
Miss  Wheeler  had  an  old-fashioned  kitchen, 
roomy  and  pleasant,  with  an  oilcloth-covered 
floor.       She  borrowed  rolling-boards  from  six 


A4ftju  CirvTvJu*^   caJu'i/ a/n/<^ /tft*««»v 

mothers,  set  them  on  wooden  boxes,  so  that 
four  children  could  stand  at  each  board,  and 
when  the  guests,  beaming  with  happiness,  ar- 
rived, had  a  big  bowl  of  dough  just  ready  to 
be  rolled  and  cut  by  the  eager  fingers. 

Oh  !  the  happy  afternoon  that  followed !  How 
the  wee  bakers  reveled  in  the  fun!  And  how 
their  cup  of  joy  ran  over  when  Miss  Wheeler 
let  each  one  use  her  five-cent  cutter,  shaped  like 
a  chicken,  and  triumphantly  press  a  black  cur- 
rant eye  in  each  spicy  bird! 

No.  6.     Fan  Social 

This  social,  as  its  name  implies,  was  held  in 
warm  weather.  The  invitations  were  written 
on  three-inch  squares  of  delicate  green  card- 
board, with  a  fan  drawn  on  one  corner  of  each. 

The  children  made  two  fans  apiece  that  after- 


44 


The  Beginners'  Department 


to-  f<Xr\j  o/yuLlo/n/ 
SatuuUouu^iuL^  10,  1.30  (Rni. 


noon.  Both  were  very  dainty.  For  the  first, 
Miss  Wheeler  had  cut  pieces  of  silver  paper  into 
the   shape  A,  and  pretty  blue   cardboard   into 


shape  B.  The  children  pasted  A  on  top  of  B, 
pasted  a  scrap-picture  of  a  child's  head  on  the 
lower  section  and  one  of  a  spray  of  flowers  on 
the  upper  part,  and  Fig.  i  was  the  result.  The 
handle  was  strengthened  by  pasting  another 
strip  of  cardboard  lengthwise  across  the  entire 
back  of  the  fan. 

To  make  the  other  fan,  two  four-inch  squares 
of  pink  cardboard  were  used.     From  each,  thre< 


Socials  for  the  Tiny  Ones  45 

patterns  like  C  were  cut,  with  a  hole  punched 
at  the  bottom.  Tiny  pictures  of  bright-colored 
flowers  were  pasted  on  each  by  the  willing  little 


Figure  x 

workers,  and  six  of  the  pieces  were  tied  to- 
gether with  baby  ribbon  of  a  brighter  pink  color, 
forming  a  fan  which  when  opened  looked  like 
Fig.  2,  only  much  larger. 


In  spite  of  the  heat  all  enjoyed  a  merry  chase 
after  a  feather  which  was  tossed  up  in  the  air 
and  fanned  from  one  child  to  another. 


46 


The  Beginners'  Department 


The  children  then  formed  a  circle.  One  child 
standing  in  the  middle,  chose  another  to  come 
in  with  her,  and  all  sang, 


Figure  2 

Little  partner  so  merry. 

Little  partner  so  gay, 
Will  you  make  a  fine  bow 

And  greet  me  to-day? 

Holding  their  fans  gracefully  over  their  heads, 
both  bowed  very  slowly,  then  clasped  hands  and 
marched  twice  around  the  ring,  while  all  the 
players  fanned  and  sang, 

She  (or  he)  makes  me  a  bow, 
She  greets  me  to-day, 
And  we  both  fan  each  other 
As  weVe  marching  away. 


Socials  for  the  Tiny  Ones  47 

The  game  was  continued  until  all  the  children 
had  been  in  the  ring.  Iced  lemonade  and  sugar 
cookies  shaped  like  fans  were  the  refreshments. 
The  latter  were  simply  small  round  cookies  that 
had  straw  handles  which  had  been  inserted  be- 
fore baking. 

No.  7.     Apple  Social 
*'They  look  like  real  apples,  don't  they?"  one 
little  girl  asked,  hugging  her  precious  red  "Apple 
invitation"  that  had  been  cut  from  heavy  water- 


color  paper   and   tinted   in   the   most  realistic 
manner. 

One  of  the  fathers  kindly  donated  a  large  bas- 
ket of  apples  for  the  occasion,  and  the  children 
had  a  fine  time  playing  apple  race  (played  in 
the  same  way  as  potato  race),  trying  to  bite  an 


48  The  Beginners'  Department 

apple  which  swung  from  a  doorway  by  a  long 
string,  guessing  how  many  seeds  the  largest 
and  the  smallest  apple  contained,  hunting  the 
apple  (same  as  Hunt  the  Thimble),  and  last,  but 
not  least,  eating  the  juicy  fruit. 

No.  8.     Bubble  Social 

These  invitations  were  exceedingly  attractive. 
They  were  cut  from  white  cardboard,  lettered 


and  edged  with  scarlet,  and  tied  with  scarlet 
cord. 

Small  chocolate  pipes  were  used  for  refresh- 
ments. 

No.  9.     Boat  Social 

Miss  Wheeler  used  halves  of  English  walnuts 
in  making  these  invitations.  The  sails  were  cut 
from  white  paper  muslin.  The  pennant  was  of 
bright  orange,  red,  green,  blue  or  yellow  tissue 
paper,  and  the  masts  were  the  four-inch  sticks 
she  had  used  at  the  Stick  Social,  cut  down  to  an 
inch  and  a  half  in  length.    After  sail  and  pen- 


Socials  for  the  Tiny  Ones  49 

nant  had  been  pasted  to  the  mast  she  dropped 
several  drops  of  melted  wax  into  the  bottom  of 
the  walnut  and  inserted  the  mast  before  the  wax 
cooled. 


This  social,  too,  was  held  in  the  big  kitchen. 
The  children  sailed  their  boats  in  tubs,  pails, 
dishpans,  basins,  in  fact,  almost  anything  that 
would  hold  water.  Many  were  the  exciting  races 
when  the  red  fleet  tried  to  beat  the  blue,  etc. 

They  played  "Row-Boat"  afterwards,  all  sit- 
ting in  imaginary  boats  on  the  floor.  Ten  chil- 
dren sat  in  each  boat,  five  facing  one  way,  five 
the  other.  The  two  in  the  middle  took  hold 
of  each  other's  hands,  while  the  other  "rowers'* 
clasped  their  arms  around  the  waist  of  the  child 


50  The  Beginners'  Department 

in  front,  and  then  all  swayed  back  and  forth  in 
perfect  unison  as  they  sang, 

Rowing,  rowing, 

Over  the  rolling  sea. 
Ready,  steady. 

Sailors  brave  are  we. 

Here  and  there  on  the  "waves'*  Miss  Wheeler 
had  scattered  the  fish  that  come  with  the 
familiar  game  of  '*Fish-Pond,''  and  the  ''sailors" 
took  turns  in  using  the  magnetic  fish-lines. 

Stories  of  light-houses  and  light-ships  made 
their  bright  eyes  open  wide,  and  as,  still  sitting 
in  the  boats,  they  munched  the  saltines  that  had 
been  provided,  they  agreed  that  a  Boat  Social 
was  great  fun. 

No.  10.     Doll  and  Drum  Social. 

No  teacher  who  dislikes  a  noise  should  plan 
to  give  this  social,  but  if  held  out  of  doors  it 
will  be  a  favorite  one  with  both  boys  and  girls. 

Tell  the  boys  to  bring  their  drums,  and  the 
girls  their  dolls,  and  let  both  march  and  sing  to 
their  hearts'  content.  A  pretty  feature  may  be 
the  Grand  Review.  Let  all  the  little  "mothers" 
sit  in  a  long  row,  holding  their  babies,  and  then 
let  the  drummer  boys  march  and  countermarch 
before  them.     Give  the  boys  triangular  soldier 


Socials  for  the  Tiny  Ones  51 

caps  to  wear,  with  bows  of  red,  white  and  blue 
tissue  paper. 

Another  pretty  sight  would  be  the  lullaby 
sung  to  the  ''babies''  by  the  little  girls,  while  the 
boys  beat  a  drum  accompaniment  very  softly. 

Refreshments  of  gingerbread  dollies  will  be 
enjoyed  by  both  boys  and  girls. 


No.  II.     Thimble  Social 


Mothers  were  rigorously  excluded  from  this 
social,  and  a  delightful  air  of  mystery  was 
thrown  around  it,  for  the  next  event  was  to  be 
the  Christmas  Tree  Social,  when  the  gifts  made 
by  little  hands  would  be  presented  with  infinite 
joy. 

Even  the  thimble  invitations  made  of  silver 
cardboard  added  to  the  mystery,  for  no  thimbles 
were  required.     Of  course  the  gifts  made  were 


52  The  Beginners'  Department 

very  simple,  and  the  older  children  helped  the 
younger  ones. 

Sufficient  material  to  supply  a  class  of  fifty 
pupils  cost  Miss  Wheeler  a  dollar  and  fifty-one 
cents.  This  provided  a  blotter  for  each  mother 
and  a  match-scratcher  for  each  father. 

From  the  Milton  Bradley  Co.  she  purchased, 

Fifty  4-inch  Sewing  Cards,  the  kind  listed  as 
No.  178-1.  These  cost  25  cents.  Fifty  of  the 
Coles  Punched  Cards,  No.  7,  costing  50  cents. 
One  envelope  Bradley's  Scrap  Pictures,  Assort- 
ment 3,  costing  10  cents.  Besides  these  she 
bought  from  other  sources,  one  spool  crimson 
silkateen,  5  cents ;  two  spools  crimson  baby  rib- 
bon, 16  cents;  three  sheets  crimson  blotting 
paper,  15  cents;  five  sheets  white  sand  paper, 
10  cents;  two  skeins  bright  blue  worsted,  20 
cents. 

Each  child  brought  a  coarse  needle.  The  blot- 
ters were  made  first.  The  crimson  silkateen 
was  used  in  sewing  the  circle  already  outlined 
and  perforated  on  the  four-inch  squares,  after 
which  one  of  the  largest  scrap-pictures  was 
pasted  in  the  middle  of  each  card. 

The  cards  were  white,  and  Miss  Wheeler  had 
hollowed  out  each  side,  so  that  the  blotting- 
paper  might  be  seen.  The  latter  had  been  cut 
into  four-inch  squares,  and  when  a  card  was 
laid  on  top  of  each  blotter  and  both  were  tied 


Socials  for  the  Tiny  Ones 


53 


together  with  ribbon,  the  effect  was  both  gay 
and  pretty.  Miss  Wheeler  tinted  the  edges  of 
some  of  the  white  cards  a  deHcate  green,  to  give 


Figure  1 

a   little   variety.    A   reduced    facsimile   of   the 
blotters  is  seen  in  Fig.  i. 

In  making  the  match-scratchers  the  square 
and  diamond  on  the  Punched  Cards  were  sewed 
with  blue  worsted,  tiny  scrap  pictures  were 
pasted  on  each  corner,  blue  worsted  was  run 
through  the  holes  at  the  top  for  a  hanger  and 
a  diamond  cut  from  sand-paper  was  fitted  and 
pasted  in  the  center,  so  that  Fig.  2  resulted. 
(In    this    case    also    the    illustration    is    much 


54 


The  Beginners^  Department 


smaller.       The  real  scratchers  were  5  by  6j4 
inches  in  size.) 


Figure  2 

No.  Z2.  Christmas  Tree  Social 
These  invitations  were  cut  from  white  card- 
board, two  by  three  inches  in  length,  were  edged 
with  delicate  pink,  and  had  a  pretty  green  tree 
painted  on  one  side.  The  social  was  held  in  the 
evening,  so  the  busy  parents  could  be  present. 
A  large  tree  provided  by  the  Sunday-school 


Socials  for  the  Tiny  Ones  55 

stood  in  the  middle  of  the  room,  well  laden  with 
cornucopias  of  nuts  and  candy,  strings  of  pop- 
corn, and  inexpensive  gifts  for  the  little  ones 
themselves,  but  the  bright  eyes  rested  longest 


C/Orn£/  JbtrdJu  rrrvu^ 
VUAAXUV .  '4\M^\AyoJriy 


and  most  lovingly  on  the  blotters  and  match- 
scratchers,  and  from  all  sides  came  the  exclama- 
tions, 

"Look !  father,  I  made  that  for  you." 
'^Mother,  that  blotter  is  for  you !'' 
And  then,  after  the  sweet,  simple  carols  had 
been  sung,  a  few  games  played,  and  the  beautiful 
Christ  story  told  again,  the  happy  children  pre- 
sented their  tiny  love  tokens  to  as  happy  parents, 
and  the  "very  best  social  of  the  whole  year" 
soon  came  to  an  end. 


CHAPTER  VI 

EQUIPPING  THE  DEPARTMENT 

Let  US  consider  first  the  fortunate  Sunday- 
school  in  which  expense  is  no  consideration. 
If  the  room  to  be  used  for  the  beginners'  de- 
partment is  new  and  unfurnished,  or  if  it  is  to 
be  refitted  for  the  purpose,  the  teacher  who 
wishes  to  please  the  children  will  have  the  walls 
tinted  rose  color,  or  gray,  or  dull  green  bor- 
dered with  rose.  She  will  contrive  to  use  pink 
somewhere,  for  numberless  experiments  have 
shown  that  ninety-five  out  of  every  hundred 
children  of  the  beginners'  age  choose  pink  as 
their  favorite  color. 

The  carpet  should  be  green  or  oak  color. 
Bright  red  looks  cheerful,  but  shows  every  par- 
ticle of  dust,  and  is  hard  to  harmonize  with 
other  furnishings.  If  the  windows  are  of  plain 
glass  (and  stained  glass  windows  should  be  used 
only  in  church  or  in  the  main  department  of  the 
school),  dainty  white  curtains  will  give  a  home- 
like look  to  the  room. 

There  should  be  plenty  of  little  chairs  of 
slightly  varying  heights,  and  some  larger  ones 
for  visitors.  A  low  table  for  the  teacher's  use 
56 


Equipping  the  Department  57 

IS  very  desirable.  The  children's  chairs  should 
be  arranged  in  a  circle,  with  the  teacher's  table 
and  chair  (small  chair  like  the  scholars')  form- 
ing part  of  the  same  ring.  This  arrangement 
is  the  best  possible,  as  it  gives  more  room  for 
marching,  and  the  children  can  get  a  good  view 
of  objects  or  pictures  shown  them,  while  the 
teacher  can  see  the  face  of  every  listener.  If 
the  class  is  very  large,  a  double  circle  may  be 
used.  An  ordinary-sized  room  will  accommo- 
date thirty-two  small  chairs  in  a  single  circle. 
Folding  chairs  are  sometimes  most  convenient, 
as  they  may  be  placed  against  the  wall  in  small 
compass  when  not  in  use.  Very  pretty  chairs 
may  be  purchased  for  six  or  seven  dollars  a 
dozen.  The  low  table  will  cost  about  five  dol- 
lars. A  small  stand  will  answer  the  purpose 
if  the  legs  are  made  shorter. 

The  next  requisite  is  a  blackboard.  One  with 
a  surface  3^^  by  5  feet,  slated  on  both  sides 
and  mounted  on  a  standard  with  hinges  so  that 
it  may  be  instantly  reversed,  will  cost  $9.50, 
and  will  give  perfect  satisfaction.  The  same 
size  wnthout  standard  will  cost  $5.75.  The  lat- 
ter has  an  ash  frame  and  hooks  for  hanging. 
It  is  to  be  preferred  if  the  room  is  small,  for  it 
can  be  hung  on  the  wall. 

A  Philadelphia  firm  offers  a  blackboard 
slated    on   one    side    in   the    usual    way,   while 


58  The  Beginners'  Department 

the  other  side  has  an  indestructible  pincushion 
surface,  upon  which  objects,  scenery,  etc.,  may 
be  pinned.  The  lap  size,  15  by  18  inches,  costs 
$2.90.  One  with  a  board  2  1-2  by  2^  feet, 
mounted  on  a  standard  five  feet  high,  costs 
$13.50.  The  boards  may  be  used  either  hori- 
zontally or  in  an  upright  position.  An  outfit 
consisting  of  scenery,  animals,  letters,  etc.,  is 
furnished  with  both  the  larger  and  smaller 
boards. 

Good  colored  crayons  may  be  purchased  at 
any  large  book-store  for  ten  cents  a  dozen. 
White  crayon  is  much  cheaper. 

A  pretty  glass  birthday-bank  will  cost  from 
thirty-five  cents  to  a  dollar.  The  children 
exhibit  more  interest  in  the  collection  if  another 
pretty  bank  is  provided  for  the  regular  weekly 
oflfering. 

A  box,  chest  or  cabinet  that  may  be  locked 
will  be  very  desirable,  as  supplies  may  be  kept 
there  in  safety.  A  piano  or  organ  is  almost 
a  necessity.  Provision  must  also  be  made  for 
the  children's  wraps,  for  it  will  be  found  almost 
impossible  to  hold  their  attention  if  they  play 
with  bonnet  strings,  mittens,  muflfs,  etc.  In 
some  cases  a  row  of  hooks  is  fastened  along 
one  side  of  the  wall,  the  wraps  being  concealed 
by  a  cretonne  curtain,  but  if  possible  they 
should  be  left  in  another  room  or  hall. 


Equipping  the  Department  59 

Picture-molding,  costing  from  one  to  five 
cents  a  foot  will  be  a  wise  investment,  and 
should  be  placed  low  enough  to  allow  the  little 
ones  to  see  the  pictures  with  ease.  Beautiful 
paintings  and  engravings  add  to  the  charm  of 
the  room,  as  do  dainty  statuettes  and  flowers  on 
wide  window-sills,  but  the  wise  teacher  will 
avoid  overcrowding,  and  will  not  display  all  her 
treasures  at  once. 

A  sand  table  is  a  valuable  possession,  as  it 
may  be  used  in  several  ways  that  will  be  sug- 
gested later.  A  large,  zinc-lined  one  mounted 
on  castors  will  cost  ten  dollars,  but  will  last 
indefinitely  and  may  be  filled  with  water  with- 
out injury. 

And  now  we  have  come  to  the  cost  of  the 
lesson  course  itself.  All  the  Sunday-school 
publishing  companies  publish  lesson  quarter- 
lies for  the  teachers'  use.  These  range  in 
price  from  twenty-five  to  fifty  cents  a  year,  and 
contain  much  helpful  material.  Large  pictures 
are  published  to  illustrate  the  lessons.  Each 
set  of  fifty-two  pictures  costs  three  dollars,  and 
smaller  duplicates,  printed  on  cardboard  for 
distribution  to  the  children,  cost  twenty-four 
cents  a  year  for  each  child.  These  pictures  are 
far  superior  to  the  cheap,  inartistic,  colored 
cards  usually  given  as  lesson  cards. 

The  large  pictures  may  be  mounted  on  card- 


6o  The  Beginners'  Department 

board  to  preserve  them  from  injury.  With 
ordinary  care  they  will  then  last  for  years. 

As  the  cost  of  the  smaller  cards  is  consider- 
able, the  careful  teacher  will,  perhaps,  prefer 
to  retain  them  until  all  the  lessons  bearing  on 
one  theme  have  been  taught,  then  tie  them 
together  with  bright  cord  or  baby  ribbon  and 
distribute  them.  Experience  proves  that  the 
little  ones  treat  them  far  more  carefully  then, 
and  it  seems  a  shame  to  see  the  single  cards 
mutilated  by  heedless  fingers  almost  the  mo- 
ment they  are  received. 

If  supplemental  lessons  are  used,  the  West- 
minster Company  publishes  a  series  of  pictures 
and  lessons  by  Miss  Marion  Thomas  that  cannot 
fail  to  charm  and  interest  every  child.  The 
full  set  of  forty-two  pictures  costs  $2.50,  and  an 
illustrated  book  suggesting  lessons  to  be  given 
with  each  picture  may  be  obtained  for  25  cents. 

In  addition  to  the  above  a  class  record  book 
in  which  children's  names,  ages,  birthdays,  ad- 
dresses, attendance,  etc.,  may  be  kept,  will  be 
necessary.  Very  good  ones  cost  thirty-five 
cents.  Of  course,  if  the  beginners'  teacher  has 
charge  of  the  Cradle  Roll,  as  is  the  case  in  the 
m.ajority  of  schools,  Cradle  Roll  supplies  must 
be  bought,  but  these  will  be  described  later. 

Now  let  us  consider  an  entirely  opposite  case, 
that  of  the  discouraged  teacher  who  says,  "Well, 


Equipping  the  Department  6  r 

we  have  a  room  and  that  is  all.  It  is  uncar- 
peted,  unpapered,  uncurtained,  and  we  have  no 
money  to  spend." 

That  outlook  does  seem  discouraging,  but 
the  first  thing  necessary  will  be  enthusiasm  on 
the  teacher's  part,  and  the  more  children  and 
parents  she  can  enlist  as  helpers  the  brighter 
her  prospects  will  become. 

The  first  essential  will  be  a  carpet  or  matting 
to  relieve  the  noise  made  by  little  feet  in  march- 
ing. Matting  is  not  expensive,  as  it  is  thirty- 
six  inches  wide.  If  bought  by  the  roll  a  reduc- 
tion is  usually  made.  A  roll  contains  forty 
yards,  and  very  good  quality  may  be  bought  for 
$8.  The  pieces  left  may  be  used  at  doors  as 
rugs  to  protect  the  lower  layer  from  wear  and 
tear.  Fifty  cents'  worth  of  kalsomine  will  tint 
the  walls  and  ceiling  of  a  large  room.  Cartridge 
paper,  much  wider  than  ordinary  wall  paper, 
may  be  bought  in  a  variety  of  pretty  colors  at 
25  cents  a  double  roll,  and  there  is  no  waste  in 
matching,  as  the  colors  are  solid.  Borders  will 
cost  from  two  to  ten  cents  a  yard,  according 
to  width. 

If  walls  and  ceiling  are  painted,  how^ever,  the 
result  will  be  most  satisfactory,  as  they  can  be 
easily  cleaned  at  any  time,  and  will  last  for  years. 
Any  painter  will  furnish  enough  mixed  paint 
for  the  purpose  for  four  or  five  dollars — a  quan- 


62  The  Beginners'  Department 

tity  sufficient  for  two  coats.  Of  course,  the 
labor  of  applying  it  will  cost  extra,  unless  the 
teacher  can  enlist  some  capable  person  to  do- 
nate his  services. 

Curtains  of  cheesecloth  or  scrim  cost  but  a 
few  cents  a  yard,  and  are  easy  to  launder. 

A  musical  instrument  of  some  kind  will  be 
almost  indispensable.  It  is  possible  to  buy  a 
satisfactory  organ  for  thirty-five  dollars.  Some- 
times a  friend  may  be  induced  to  loan  one,  or 
one  may  be  rented  at  a  trifling  cost.  An  auto- 
harp  or  a  triangle  will  be  better  than  nothing, 
and  a  violin  has  been  used  with  success. 

A  few  yards  of  narrow  picture-molding  at 
two  cents  a  foot  will  prevent  defacing  the 
walls.  Little  chairs  may  be  obtained  at  five 
dollars  a  dozen,  but  if  they  cannot  be  afforded, 
any  carpenter  will  make  long  benches  for  two 
dollars  each.  These  may  be  placed  around  the 
sides  of  the  room,  forming  three  sides  of  a 
hollow  square,  and  will  be  found  very  comfort- 
able. If  even  these  are  out  of  the  question, 
because  of  the  expense,  large  chairs  already  on 
hand  may  be  used,  remembering,  however,  that 
in  such  cases  the  children  need  more  frequent 
change  of  position.  If  the  window-sills  are 
narrow  and  a  broad  effect  is  desired,  empty 
wooden  boxes  of  the  right  height  may  be  pad- 
ded and  covered,  and  if  lids  are  attached  by 


Equipping  the  Departmejit  63 

hinges,  will  make  good  receptacles  for  supplies 
for  the  department. 

A  ten-cent  rolling-board  makes  a  good  sub- 
stitute for  a  sand-board  if  narrow  strips  of  wood 
are  nailed  around  its  edges  to  form  a  tray.  A 
ten-cent  dripping-pan  may  be  utilized  in  the 
same  way,  but  the  wood  is  preferable,  as  the 
moistened  sand  will  not  cause  it  to  rust. 

Three  dollars  will  buy  a  set  of  fifty-two  large 
pictures  for  the  teacher's  use,  but  if  she  cannot 
buy  both  these  and  the  cards  to  be  given  to  the 
children,  let  her  choose  the  latter  and  teach  her 
lesson  with  the  aid  of  the  blackboard,  or  with 
objects  or  pictures  taken  from  other  sources. 
A  small  blackboard  18  by  24  inches  will  cost  but 
fifty  cents.  One  with  a  frame  for  hanging  will 
cost  about  two  dollars,  but  will  be  much  larger. 

Of  course  the  large  pictures  may  be  used 
year  after  year.  Economy  will  suggest  mount- 
ing them  on  cardboard,  as  they  last  much  longer 
in  that  way. 

Five-cent  blank  books,  with  stiff  covers,  will 
serve  as  attendance  records.  They  may  be  used 
most  conveniently  by  cutting  out  half  of  every 
second  leaf  lengthwise,  then  ruling  lines  for  the 
months  and  weeks.  A  list  of  birthdays,  ad- 
dresses, etc.,  may  be  kept  in  the  same  book. 
The  blank  on  the  followmg  page  is  a  good  form 
of  entry. 


64 


The  Beginners^  Department 


"T" 

■■"" 

<u 

C3 

^ 

O 

s 

< 

^ 

y 

o 

1 
.2 

% 

0- 

o 

tf> 

tf) 

Z2 

(^ 

u 

u 

o 

« 

C 

Pi 

a 

a 

(U 

cS 

& 

1 

1 

(A 

H 

o 

bX) 

■s 

•< 

12; 

1 

B 
ctf 

i-l 

"12 

H 

< 
Pi 

/~*— s 

.-) 

T 

n 

is 

3    C 

M 

m 

•-» 

CO 

c 
o 
E 
o 

5- 

V 

> 

< 
5 

2^ 

en 

bo 

c 

0) 

a 

o 

u 

•3J 

s 

< 

J3 

12; 

< 

•-> 

> 

<  a  M 

1^ 

1^    |h 

2i«»>. 

Equipping  the  Department  65 

For  a  class  of  forty  beginners,  with  a  Cradle 
Roll  of  fifty  names,  the  running  expenses  for 
a  year  without  either  stint  or  waste  will  be  about 
as  follows: 

Expenses  for  One  Year 

I  set  Large  Pictures  (for  permanent  use) $3.00 

40  sets  Small  Picture  Cards  at  24c  a  year 9.60 

I  set  Large  Pictures  for  Supplemental  Lessons     2.50 
I  Illustrated  Book  of  Supplemental  Lessons..       .25 

1  Blackboard   50 

2  doz.  colored  crayons 20 

4  doz.  white  crayons 14 

I  Teachers*  Quarterly 50 

I  Tray  for  sand-board 10 

40  Birthday  Cards,  for  Beginners 40 

40  Enrolment  Cards,  for  Beginners 40 

50  Cradle  Roll  Birthday  Cards 50 

50  Cradle  Roll  Enrolment  Certificates 40 

I  Cradle  Roll 35 

Total    $18.84 

After  the  first  two  years  the  expenses  will  be 
considerably  less,  as  some  of  the  equipment  is 
permanent.  The  larger  the  class  the  greater 
the  advantage,  as  collections  will  be  correspond- 
ingly increased. 


CHAPTER  VII 

THE  TWO-YEAR  COURSE  AND  HOW  TO  USE  IT 

The  Two- Year  International  Beginners' 
Course  is  a  course  of  one  hundred  and  five  les- 
sons, differing  from  the  uniform  lessons  because 
they  are  arranged  in  groups  centering  around 
various  themes.  Instead  of  having  a  Golden 
Text  to  be  memorized  each  Sunday  the  same 
text  is  repeated  for  two,  three,  or  more  Sun- 
days, until  even  the  youngest  child  unconsciously 
becomes  familiar  with  it. 

It  IS  intended  that  the  course  be  commenced 
in  September,  although  that  is  optional  with  the 
teacher.  That  arrangement  is  most  convenient, 
since  the  lessons  lead  up  to  Thanksgiving, 
Christmas  and  Easter  thoughts.  If  the  teacher 
decides  to  begin  at  any  other  time,  she  should 
choose  the  lesson  corresponding  to  the  month. 

The  following  is  a  list  of  themes  and  texts 
for  the  two  years. 

First  Year 

Theme:    God  the  Creator. 

Golden  Text. — All  things  were  made  by  him. 

John  i:  3. 

I.  God  Making  Trees  and  Flowers.     Gen.  i:  9-13. 

66 


The  Two-  Year  Course  and  How  to  Use  It   67 

2.  God  Making  Animals.    Gen.  i:  20-25. 

3.  God  Making  All  Things.     Gen.  i :  1-8,  14-19. 

Them^:    Home  Life. 

Golden  Text. — Lord,  thou  art  our  father. 

Isa.  64:  8. 

4  The  First  Family.     Gen.  i:  26-31;  3:  20;  4:  i,  2. 

5.  The  First  Home.    Gen.  2:  4-10;  15-17. 

Theme:    God's  Loving  Care. 
Golden  Text. — He  careth  for  you.     i  Peter  5:  7. 

6.  God   Caring   for   Birds   and    Flowers.     Matt.   6: 

26-34. 

7.  God  Caring  for  Baby  Moses.    Exod.  2:  i-io. 

8.  God  Caring  for  Elijah,    i  Kings  17:  1-6. 

9.  God  Caring  for  Many  People.     Exod.  16:  11-18; 

31-35. 
Theme:    Giving  Thanks  to  God. 
Golden  Text. — O  give  thanks  unto  the  Lord;  for  He 
is  good.    Psa.  106:  i. 

10.  Daniel  Thanking  God.     Dan.  2:  17-24. 

11.  The  Israelites  Thanking  God.     Exod.   14:  9,  10, 

21-31.     Exod.  15:  1-21. 

12.  Thanking   God   for  All  Things.     Psa.    103:    1-5; 

104:  10-24. 

13.  Thanking  God  in  Heaven.     Rev.  7:  9-17. 

Theme:    Giving. 

Golden  Text. — God  loveth  a  cheerful  giver. 

2  Cor.  9:  7. 

14.  A  Poor  Woman's  Gift.     Mark  12:  41-44. 

15.  Giving  to  the  Needy.    Neh.  8:  1-12. 

16.  The  Israelites  Giving  to  God.    Exod.  35:  20-29. 
Golden  Text. — He  loved  us,  and  sent  his  Son. 

I  John  4:  10. 


68  The  Beginners'  Department 

17.  God's  Gift  of  His  Son.    Luke  2:  1-20. 

18.  The  Wise  Men's  Gifts.    Matt.  2:  i-ii. 

Theme;:    The  Boy  Jesus. 

Golden  Text. — His  name  was  called  Jesus. 

Luke  2:  21. 

19.  Jesus  Being  Named.     Luke  2:  21-39. 

20.  Jesus  in  His  Home.    Luke  2:  39,  40,  51,  52. 
Golden  Text. — Let  us  go  unto  the  house  of  the  Lord 

Psa.  122:  I. 

21.  Jesus  Going  to  the  House  of  God.    Luke  2:  41-49. 

Theme:    The  Man  Jesus. 

Golden  Text.— He  took  them  up  in  His  arms,  and 

blessed  them.    Mark  10:  16. 

22.  Jesus'  Love  for  Children.    Matt.  19:  13-15.    Mark 

10:  13-16. 
Golden  Text. — I  will  sing  unto  the  Lord. 
Exod.  15:  I. 
2Z.  Children  Praising  Jesus.     Matt.  21:  6-17. 

Golden  Text. — Who  went  about  doing  good. 
Acts  10:  38. 

24.  Jesus  Feeding  the  Hungry.    Mark  6:  30-44.    John 

6:  1-14. 

25.  Jesus  and  the  Storm.     Mark  4:  35-41.     Matt.  8: 

23-27. 

26.  Jesus  Curing  a  Sick  Boy.    John  4:  46-54- 

27.  Jesus  and  Jairus'  Daughter.    Mark  5:  21-24;  35-43, 

Theme:     Resurrection  Less-dns. 
Golden  Text. — We  shall  all  be  changed,  i  Cor.  15:  51. 

28.  The  Flowers  Blooming  Again.     Song  of  Sol.  2: 

11-13.     Luke  12:  27. 
Golden  Text. — Christ  died,  and  lived  again. 
Rom.  14:  9. 


The  Two-  Year  Course  and  How  to  Use  It    69 

29.  Jesus  Dying  and  Living  Again.    Matt.  28:  i-io. 
Golden  Text. — I  go  to  prepare  a  place  for  you. 

John  14:  2. 

30.  Jesus  Returns  to  Heaven.    Acts  i:  9-1 1. 

31.  Our  Heavenly  Home.    John  14:  1-3.    Rev.  22:  1-5. 

Theme:    RevEREnce. 
Golden  Text. — The  Lord  our  God  is  Holy.  Psa.  99:  9. 

32.  Reverence  for  God's  Name.    Exod.  20:  7;  i  Kings 

8:  41-43;  Psa.  113:  1-5. 
2i2)-  Reverence  for   God's   House.     Exod.  3:   1-6;  40: 

34-38;  Psa.  122;  i:  Eccl.  5:  i,  2. 
Golden  Text. — Remember  the  Sabbath  Day,  to  keep 
it  holy.     Exod.  20:  8. 

34.  Reverence  for  God's  Day.     Neh.  13:  15-22;  Gen. 

2:  2,  3;  Exod.  20:  8-11;  Isa.  56:  2-y. 
Golden  Text— I  will  not  forget  Thy  Word. 
Psa.  119:  16. 

35.  Reverence  for   God's   Word.     2   Chron.   34:   1-6; 

14-18;  29-33. 

Theme:     Obedience. 
Golden  Text. — Children,  obey  your  parents.  Eph.  6:  i. 

36.  Joseph  Obeying  His  Father.     Gen.  ZT-  ^Z-^'?- 

Golden  Text. — I  will  help  thee.     Isa.  41:  10. 
2i'7.  Fishermen  Obeying  Jesus.     Luke  5:  i-ii. 

38.  Noah  Obeying  God.     Gen.  7:  12-24;  Gen.  8:  1-22; 

Gen.  9:  13. 

39.  God  Will  Help  Us  to  Obey  Him.    Dan.  i:  1-21. 

Theme:    Repentance. 
Golden  Text. — I  will  be  sorry  for  my  sin.  Psa.  38:  18. 

40.  Peter's  Sorrow  for  Sin.    Luke  22\  S4-^2;  John  21: 

15-17. 

41.  Turning  Away  from  Sin.     Luke  19:  i-io. 


70  The  Beginners'  Department 

Th^me:    Forgiveness. 
Golden  Text. — Ready  to  Forgive.    Psa.  86:  5. 

42.  Joseph  Forgiving  His  Brothers.     Gen.  ^tT-  23-28; 

43.  A  Father*s  Forgiveness.     Luke  15:  11-24. 

Theme:     Prayer. 
Golden  Text. — My  God  will  hear  me.     Micah  7:  7. 

44.  Hezekiah's   Prayer  for   Help   Granted.     2   Kings 

20:  1-7. 

45.  David's  Prayer  for  His  Child  Denied.    2  Sam.  12: 

15-23. 

46.  Elisha's  Prayer  for  a  Child  Granted.    2  Kings  4: 

8-37. 

47.  Jesus  Praying.    Luke  3:  21,  22;  Mark  i:  35;  Mark 

14:  26-42. 

Theme:    Kindness. 

Golden  Text. — Be  ye  kind  one  to  another. 

Eph.  4:  z'2: 

48.  Rebekah's  Kindness.    Gen.  24:  10-20,  29-31. 

49.  The  Boy  and  the  Lamb,     i  Sam.  17:  32-38. 

50.  David's  Kindness  to  a  Lame  Boy.    2  Sam.  9:  1-13. 

51.  Elisha's  Kindness  to  a  Poor  Woman.    2  Kings  4: 

1-7. 

52.  The  Good  Samaritan.    Luke  10:  30-37. 

Second  Year 

Theme:    Happy  Home  Li^E. 

Golden  Text. — Honor  thy  father  and  thy  mother. 

Exod.  20:  12. 

1.  Respect  for  Parents.    Jer.  35:  i-io;  Eph.  6:  1-4. 

2.  Miriam  Ready  to  Help.     Exod.  2:  i-io. 
Golden  Text. — Blessed  are  the  peacemakers. 

Matt.  5:  9. 


The  Two-  Year  Course  and  How  to  Use  It    71 

3.  Jonathan    the    Peacemaker,      i    Sam.    19:    1-7;    i 

Thess.  5:  13. 
Golden  Text. — Preferring  one  another.    Rom.  12:  10. 

4.  Kindness  to  Guests.    2  Kings  4:  8-13;  Heb.  13:  2. 

Themk:     UnseIv^ishness. 

Golden  Text. — Christ  also  pleased  not  himself. 

Rom.  15:  3. 

5.  Abraham  and  Lot.     Gen.  13:  1-9. 

6.  Ruth  and  Naomi.     Ruth  i:  1-22. 

Thkme:    God's  Goodness. 

Golden  Text. — God  shall  supply  all  your  need. 

Phil.  4:  19. 

7.  God's  Care  for  Ishmael.    Gen.  21:  12-20. 

8.  God's  Care  for  Elijah,  i  Kings  17:  8-16. 

9.  God's  Care  for  Daniel.    Dan.  6:  1-23. 

10.  God's  Care  for  Peter.    Acts  12:  1-17. 

11.  God's  Care  for  Us.     Psa.  2y.  1-6. 

12.  God's  Care  for  All  Things.    Matt.  6:  25-30. 

Theme:    Gratitude. 
Golden  Text.— Be  ye  thankful.     Col.  3:  15. 

13.  A  Man  Thanking  Jesus.    Luke  17:  11-19. 

14.  A  Lame  Man  Thanking  God.    Acts  3:  i-io. 

Theme:    Helpfulness. 
Golden  Text. — Let  us  do  good  unto  all.     Gal.  6:  10. 

15.  A  Little  Girl  Helping  Her  Master.     2  Kings  5: 

1-5;  9-II- 

16.  Samuel  Helping  in  the  House  of  God.     i   Sam. 

3:  i-io. 

17.  Friends  Helping  a  Sick  Man.    Mark  2:  1-12. 

18.  A  Little  Boy  Helping  Jesus.    John  6:  5-14. 
Golden  Text. — For  God  so  loved  the  world  that  He 

gave  His  only  begotten  Son.    John  3:  16. 


72  The  Beginners'  Department 

19.  God  Helping  Us  by  the  Gift  of  His  Son.     Matt. 

i:  21;  Luke  2:  1-20;  i  Tim.  i:  15. 

The:me:    Jesus  Our  Hei.per. 
Golden  Text. — Lord,  be  thou  my  helper.  Psa.  30:  10. 

20.  Jesus   Helping  the   Fishermen.     John  21:  2-13. 

21.  Jesus   Feeding  Four  Thousand  Men.     Matt.   15: 

32-39;  Mark  8:  1-9. 

22.  Jesus   Healing  a  Leper.     Matt.  8:   1-4;   Mark   i: 

40-45. 
Golden  Text. — My  help  cometh  from  the  Lord. 
Psa.  121:  2. 
2'>,.  Jesus  Healing  a  Blind  Man.    John  9:  1-41. 

24.  Jesus  Raising  the  Widow's  Son.     Luke  7:  11-17. 

Themk:    Jesus  Our  Teacher. 

Golden  Text. — Teach  me  Thy  way,  O  Lord. 

Psa.  2']\  II. 

25.  Jesus'  Example  of  Service.    John  13:  1-15. 
2(i.  Jesus'  Story  of  a  Supper.     Luke  14:  16-24. 

2'j.  Jesus'  Story  of  the  Lost  Sheep.    Luke  15:  yj, 

28.  Jesus'  Story  of  the  Seed.     Matt.  13:  3-8. 

Theme:    The  Risen  and  Ascende:d  Lord. 

Golden  Text. — Behold,  I  make  all  things  new. 

Rev.   21:   5. 

29.  New  Life  in  Nature.     Gen.   i:   12;   Song  of  Sol. 

7:  11-13;  Psa.  61:  9;  Psa.  74:  16,  17;  Psa.  104; 
14-17;  Psa.  147:  16-18. 
Golden  Text. — He  is  risen.     Matt.  28:  6. 

30.  Jesus'  New  Life.     Luke  24:  1-9. 

Golden  Text. — In  my  Father's  house  are  many  man- 
sions.    John  14:  2. 

31.  Jesus  Going  Back  to  Heaven.     Luke  24:  36-53. 

32.  Our  New  Life.     Rev.  21:  1-4;  21-27. 


The  Two-Year  Course  and  How  to  Use  It  73 

Theme:    Jesus'  Nearness  to  Us. 
Golden  Text. — I  am  with  you  alway.     Matt.  28:  20. 

33.  Jesus'  Promise  of  Nearness.    John  14:  18-23;  16: 

16-22;  Matt.  28:  20. 

34.  Jesus'  Nearness  to  Paul.     Acts  18:  i-ii;  2  Tim. 

4:  16-18. 

Theme:    Obedience. 
Golden  Text. — We  must  obey  God.     Acts  5:  29. 

35.  Gideon  and  the  Three  Hundred.    Judges  7:  12-21. 

36.  Peter  and  John  Obeying  God.    Acts  5:  17-32. 

Theme:    Honesty. 
Golden  Text. — Let  us  walk  honestly.     Rom.  13:  13. 
Z7.  The  Honest  Workmen.     2  Chron.  24:  4;  8-14;  2 
Kings  12:  11-15. 

38.  The  Dishonest  Servant.    2  Kings  5:  20-27. 

39.  The  Honest  Treasurers.     Ezra  8:  21-34. 

Theme:    Truthfulness. 

Golden  Text. — My  mouth  shall  speak  truth. 

Prov.  8:  7. 

40.  Samuel  Telling  the  Truth,     i  Sam.  3:  1-21. 

41.  Daniel  Telling  the  Truth.    Dan.  5:  13-30. 

42.  Truthful  at  All  Times.    John  i:  43-51;  Eph.  4:  25; 

Psa.  15:  i^  2. 

Theme:     Self-Control. 
Golden  Text. — Be  patient  toward  all.     i  Thess.  5:  14, 

43.  David's  Self-Control.    i  Sam.  26:  1-25. 

44.  Jesus  Bearing  Wrong.    Luke  9:  51-56. 

Theme:     Prayer. 
Golden  Text. — Lord,  teach  us  to  pray.     Luke  11:  i. 

45.  Praying  for  Help.     Neh.  i:  i-ii. 


74  The  Beginners'  Department 

46.  Praying  for  Others,     i  Sam.  12:  19-24;  Matt.  5: 

44;  James  5:  13-16. 

47.  When  and  Where  to  Pray.     Matt.  6:  6;  Dan.  6: 

10;  Acts  3:   i;   Gen.  24:    10-14;   Neh.    2:    4; 
James  5:  13;  Matt.  8:  23-46. 

Themes:     Forgivkness. 
Golden  Text. — Forgiving  one  another.     Eph.  4:  32. 

48.  Stephen  Forgiving  His  Enemies.     Acts  7:  54-60. 

49.  Jesus    Forgiving   Peter.     John    18:    15-18;  25-27; 

John  21:  15-17. 

Theme:    IvOVE. 

Golden  Text. — Let  us  love  another;  for  love  is  of 

God.     I  John  4:  7. 

50.  Jonathan's  Love  for  David,     i  Sam.  18:  1-4;  20: 

1-42. 

51.  Mary's  Love  for  Jesus.     John  12:  1-8;  Mark  14: 

3-9. 

52.  Jesus'  Love  for  His  Friends.    John  14:  1-31. 

If  desired,  the  lessons  may  be  taught  by  sev- 
eral teachers,  each  gathering  a  small  group  of 
children  around  her.  Whether  taught  in  this 
way  or  by  one  teacher  to  the  class  as  a  unit,  the 
time  occupied  in  lesson  presentation  should  not 
exceed  fifteen  minutes,  as  little  children  find  it 
almost  impossible  to  concentrate  their  atten- 
tion for  a  longer  period.  After  marching  or 
rest  exercises  of  some  kind,  a  supplemental  les- 
son may  be  given  for  ten  minutes,  or  the  supple- 
mental lesson  may  be  given  before  the  regular 
one. 


The  Two-  Year  Course  and  How  to  Use  It  75 

To  criticize  a  course  of  lessons  is  compara- 
tively easy.  Probably  few  persons  will  claim 
that  the  Two  Years'  Course  is  perfect.  Its  de- 
fects may  readily  be  seen  by  the  careful  student. 
But,  taken  all  in  all,  it  is  by  far  the  best  course 
yet  offered  for  little  children. 

In  several  instances  the  teacher  will  think  of 
stories  that  will  illustrate  the  truth  better  than 
those  selected.  If  so^  let  her  not  be  deterred  by 
the  fact  that  they  are  not  on  the  list.  Any 
course  slavishly  followed  is  detrimental  to  the 
teacher.  She  should  use  her  own  common  sense 
in  the  matter. 


CHAPTER  VIII 

THE  WEEKLY  PROGRAM 

In  planning  a  program,  the  teacher  must  re- 
member that  variety  is  needful,  and  that  little 
children  require  change  of  position  far  more  fre- 
quently than  older  persons.  They  become  rest- 
less and  inattentive  when  forced  to  remain  in- 
active. Disorder  might  often  be  avoided  by  the 
use  of  some  simple  rest  exercise. 

The  following  program  will  give  a  good  work- 
ing basis : 

Opening  Exercises    lo  minutes 

Offering  Exercise 5  " 

Supplemental  Lesson   lo  " 

Rest  Exercise  or  March  5  " 

Lesson   15  " 

Birthday  Exercise   5  " 

Closing  Exercise 10  ** 

Total    60       " 

Before  the  session  arrange  the  chairs  in  a  cir- 
cle, see  that  the  picture  or  object  to  be  used  for 
illustration  is  ready,  and  place  papers  and  cards 
where  they  may  most  easily  be  distributed. 

If  any  child  will  celebrate  his  or  her  birthday 
during  the  week  tie  a  bow  of  pink  or  blue  rib 
1^ 


The  Weekly  Program  yy 

bon  to  a  special  chair  and  let  the  little  one 
occupy  that  during  the  session. 

As  the  children  come  in,  remove  their  hats 
and  wraps.  Allow  early  comers  the  privilege  of 
examining  scrap-books  or  pictures  (not  those 
for  the  day),  or  talking  together  in  quiet  tones. 

Promptly  at  the  moment  for  opening  the  ses- 
sion a  chord  of  music  should  give  the  signal 
for  taking  places  on  the  ring.  Insist  on  perfect 
quiet  after  this  signal.  If  you  desire  it,  you 
will  have  it,  and  can  do  much  better  work  if  the 
children  are  in  order  before  you  begin. 

Let  the  class  stand  and  sing  a  greeting  song, 
accompanying  it  with  pretty  motions. 

If  a  new  scholar  is  present  call  him  to  the 
center  of  the  ring,  introduce  him  by  name  to 
the  other  children,  and  sing  a  welcome  song. 
Of  course  he  should  not  be  urged  to  come  for- 
ward if  he  is  timid,  but  the  welcome  song 
should  always  be  sung. 

If  any  child  has  been  absent  three  or  more 
Sundays,  because  of  illness  or  some  other  rea- 
son, let  his  classmates  welcome  him  during  the 
opening  exercises  by  a  special  song. 

A  pleasant  feature  of  the  opening  exercises 
may  be  the  greeting  given  to  parents  or  other 
visitors. 

After  the  opening  prayer,  which  should  be 
very   brief    and    simple,   the   offering   may   be 


yS  The  Beginners^  Department 

received.  Many  teachers  prefer  to  collect  this 
as  the  children  enter,  but  in  my  own  class  I  like 
better  to  let  them  march  and  drop  the  money  in 
a  glass  bank  held  by  one  of  their  number.  It  is 
true  that  once  in  a  while  some  child  loses  a 
penny  before  ''marching  time/'  as  they  call  it, 
but  it  happens  so  rarely  that  the  annoyance  is 
but  trifling,  and  their  delight  in  the  exercise 
more  than  compensates  for  the  trouble.  When 
the  bank  has  been  passed  to  visitors  by  its 
proud  monitor,  a  little  slide  at  the  bottom  is  re- 
moved and  the  contents  counted  aloud.  Then, 
while  the  little  heads  are  bowed,  we  thank  our 
Father  for  the  gifts  he  has  given  us,  and  ask 
his  blessing  on  the  offering  we  have  brought. 

Even  if  teachers  find  it  desirable  to  omit  the 
marching,  do  not  forget  the  little  prayer,  for 
the  children  are  greatly  impressed  by  it,  and  it 
helps  them  to  feel  that  they  have  a  part  in  sup- 
plying the  needs  of  others. 

In  almost  all  schools  the  offering,  at  least 
once  a  month,  is  devoted  to  missionary  work. 
Even  the  tiniest  child  should  be  taught  the  im- 
portance and  meaning  of  missionary  Sunday. 

The  supplemental  lesson  may  be  taught  after 
the  offering  has  been  received.  It  should  be 
followed  by  a  complete  change  of  position. 
Marching,  standing  up  and  clapping,  flying 
around  the  ring,  and  dozens  of  other  exercises 


The  Weekly  Program  79 

will  suggest  themselves  for  the  purpose,  but, 
whenever  possible,  choice  should  be  made  of 
some  activity  connected  with  the  thought  that 
the  teacher  has  endeavored  to  teach. 

For  instance,  if  the  supplemental  lesson  has 
dealt  with  God's  care  for  birds  or  flowers,  a 
rest  exercise  might  be  used  by  asking  the  chil- 
dren to  imagine  they  are  little  birds  flying  home 
when  the  day  is  done,  or  sleepy  flowers  nod- 
ding in  the  night  wind.  If  the  supplemental  les- 
son concerned  patriotism  let  the  boys  and  girls 
march,  illustrating  in  pantomime  the  waving 
of  flags,  or  beating  of  drums. 

As  it  is  very  desirable  to  have  quiet  atten- 
tion during  the  second  lesson,  the  exercises 
which  may  be  vigorous  at  first,  should  become 
more  thoughtful  toward  the  close.  To  illus- 
trate: if  the  children  have  been  singing  of  the 
chiming  bells  let  them  repeat  the  last  stanza 
very  softly,  imagining  that  the  people  are  in 
the  silent  church  waiting  for  the  service  to 
begin. 

After  the  lesson  is  ended  put  on  the  little 
ones'  wraps  and  when  all  are  ready  sing  a  birth- 
day song,  ofifer  a  birthday  prayer,  and  give  a 
birthday  card  to  any  child  whose  birthday  will 
come  during  the  week  to  follow.  Let  the  clos- 
ing song  come  next  and  dismiss,  distributing 
papers  and  cards  as  the  children  march  out. 


8o  The  Beginners'  Department 

Some  teachers  prefer  to  send  the  birthday 
card,  or  letter,  by  mail  on  the  right  date,  but 
in  a  large  class  the  item  of  postage  becomes  an 
important  thing  to  consider,  and  in  such  cases 
it  is  better  to  give  the  card  or  letter  on  the  Sun- 
day before,  rather  than  the  Sunday  after,  the 
birthday,  because  the  little  ones  enjoy  exhibit- 
ing it  with  their  other  birthday  gifts. 


CHAPTER  IX 

"  NOTHING  TO  WORK  WITH  " 

"Oh!  It's  all  very  easy  to  do  beautiful  work 
and  get  fine  results  if  you  have  plenty  of  money 
and  quantities  of  time  at  your  command/'  said 
a  discouraged  teacher  coming  from  a  Sunday- 
school  Institute.  "Fd  love  to  try  all  those  ex- 
periments for  my  children  and  let  them  make 
those  pretty  books,  but,  simple  and  inexpensive 
as  the  lecturer  said  they  were,  they  are  way 
beyond  the  reach  of  our  little  school.  Think 
of  being  able  to  buy  a  bulb,  for  instance,  and  a 
beautiful  lily,  to  illustrate  the  resurrection! 
And  then  think  of  those  pretty  blackboard  illus- 
trations! How  my  children  would  be  fasci- 
nated by  them !  But  we  have  no  blackboards,  no 
objects,  no  anything!  Tm  discouraged  through 
and  through,  for  I  have  absolutely  nothing  to 
work  with.  I  get  as  blue  as  indigo  whenever 
I  come  to  an  Institute." 

Now,  discouraged  teacher,  you  who  are  doing 
your  best  with  "nothing,''  if  you  will  look 
around  you  you  will  find  a  wealth  of  material 
ready  to  be  utilized. 

You  can  illustrate  your  lesson  each  Sunday 

8i 


82  The  Beginners'  Department 

with  drawings  and  letters  just  as  well  as  if  a 
large  blackboard  hung  in  the  place  of  honor, 
and  yet  have  not  a  cent  of  expense.     How? 

One  way  is  to  get  large  empty  pasteboard 
boxes  from  a  drygoods  or  general  store,  those 
in  which  shirt-waists  or  woolen  underwear  have 
been  packed.  Cut  the  boxes  carefully  apart, 
leaving  the  lids  untouched,  and  you  will  find 
you  have  three  large  oblongs  and  two  smaller 
squares  from  each  box.  These  pasteboard 
pieces  tacked  on  door  or  wall  make  very  good 
substitutes  for  blackboards,  and  if  the  work  is 
carefully  erased,  each  may  be  used  for  three 
or  four  weeks.  A  long,  narrow,  pointed  piece 
of  wood,  burnt  to  charcoal,  may  be  used  for 
drawing  and  lettering.  Burnt  matches  are  not 
to  be  scorned  for  this  work,  either. 

If  you  wish  to  use  color  you  can  buy  colored 
crayons  at  ten  cents  a  dozen,  and  will  find  they 
give  just  as  good  results  on  pasteboard  as  on 
anything  else,  only  remembering  that  the  best 
effects  are  produced  by  bright,  rich  colors  in- 
stead of  the  paler  ones. 

Tea  paper  is  another  good  substitute  for  a 
blackboard.  These  sheets  cost  eight  or  ten 
cents  a  dozen.  Each  sheet  may  be  cut  in  the 
middle,  and  if  firmly  tacked  or  pinned,  give  a 
smooth  white  surface  that  is  delightful  to  work 
upon. 


''Nothing  to  Work  With''  83 

Common  manilla  wrapping-paper  brought 
into  the  house  around  bundles  may  be  ironed 
smooth  and  used  in  the  same  way.  Indeed, 
dozens  of  substitutes  will  give  thorough  satis- 
faction. The  sketches  may  be  preserved  from 
week  to  week  for  review,  or  given  to  different 
children  at  the  close  of  the  lesson. 

The  covers  of  the  large  boxes  make  splendid 
sand-trays.  They  may  be  filled  with  sand, 
gravel,  salt,  sawdust,  or  whatever  the  teacher 
prefers.  Small  clothespins  dressed  in  long, 
brilliant  robes,  will  represent  oriental  persons 
and  may  be  moved  from  place  to  place  on  the 
tray.  Pieces  of  looking-glass  will  simulate 
lakes,  and  crinkled  blue  tissue  paper  makes  a 
satisfactory  ocean. 

The  teacher  may  use  the  tray  to  illustrate  her 
opening  story,  connecting  link,  or  application, 
by  cutting  children's  figures  from  the  colored 
plates  in  old  fashion  magazines,  mounting 
short,  narrow  strips  of  pasteboard  on  their 
backs  for  standards,  and  arranging  them  pret- 
tily. Trees  and  hills  cut  from  cardboard  and 
colored  add  greatly  to  the  effect  of  the  scene. 
The  leaves  and  tiny  flowers  from  old  hats  will 
often  prove  useful  in  illustrating  the  flowery 
fields  of  Palestine,  if  stuck  close  together  in  lit- 
tle groups  on  the  sand  tray. 

A  square  white  box  will  give  a  good  idea  of 


84  The  Beginners'  Department 

an  Oriental  house.  It  is  not  necessary  to  use 
the  lid ;  as  the  bottom  of  the  box  will  serve  for 
the  roof.  Cut  a  square  hole  in  the  latter.  Cut 
two  or  three  squares  from  the  sides  of  the  box 
for  windows,  and  paste  narrow  strips  of  white 
paper  in  a  lattice  effect  across  them.  Steps 
leading  to  the  roof  may  be  readily  folded  from 
white  paper. 

If  you  wish  to  have  a  balcony,  take  the  cover 
of  a  somewhat  larger  box  and  cut  a  square  the 
exact  size  of  the  smaller  box,  from  the  center. 
Slip  the  large  hollow  square  over  the  middle  of 
the  box,  letting  the  upturned  edge  represent  the 
railing.  Of  course,  if  stairs  are  used,  a  space 
should  be  cut  in  the  balcony  for  them. 

If  you  cannot  afford  the  large  pictures  pre- 
pared to  illustrate  the  lessons  do  not  lose  heart. 
Look  over  your  own  and  your  friends'  store  of 
old  magazines,  not  disdaining  even  the  adver- 
tisements. 

Here  is  a  picture  of  a  flock  of  sheep  coming 
homeward  at  twilight.  It  is  not  the  same  pic- 
ture as  the  one  published  by  the  Sunday-school 
companies,  but  what  difference  does  that  make  ? 
Cut  it  out  neatly  and  put  it  away  to  use  with 
your  lesson  on  The  Good  Shepherd.  Here  is 
a  dainty  baby  picture  (only  an  advertisement 
for  some  infant  food),  but  charming  in 
its   grace   and   winsomeness.    That   will    illus- 


''Nothing  to  Work  With''  85 

trate  the  lesson  on  father  or  mother  love. 
Here  is  one  of  a  dear  old  grandmother.  Think 
how  many  lessons  on  helpfulness  may  be 
brought  out  by  the  picture.  Here  is  a  bright- 
faced  laddie,  a  veritable  sunbeam.  It  will  do 
your  boys  and  girls  good  just  to  look  at  his 
smiling  countenance.  He  teaches  a  lesson  with- 
out a  word.  And  where  could  a  better  illustra- 
tion of  the  results  of  kindness  to  animals  be 
found  than  in  that  familiar  picture  of  the  dog 
at  the  phonograph?  These  are  but  a  few  of 
the  almost  innumerable  store  to  be  found  with- 
out difficulty. 

Do  you  want  to  illustrate  the  Easter  lesson 
beautifully,  yet  with  little  or  no  expense? 

Get  a  penny  sponge  and  a  cent's  worth  of 
flax  or  grass  seed  from  a  druggist.  Put  the 
tiny  seeds  in  every  crevice  of  the  sponge,  tie  a 
cord  around  it,  and  hang  it  in  a  sunny  window. 
The  sponge  must  be  kept  wet,  so  you  will  prob- 
ably have  to  start  the  experiment  at  Sunday- 
school,  and  continue  it  at  home.  In  a  week,  or 
two  weeks  at  the  utmost,  you  may  take  the  ball 
of  living  green  to  let  the  class  admire  and  won- 
der at  the  result. 

On  the  Sunday  preceding  Easter  show  the 
children  a  clump  of  hepatica  plants  dug  from 
the  woods.  There  will  be  not  the  slightest  sign 
of  life  visible  (unless  Easter  is  unusually  late). 


86  The  Beginners'  Department 

just  an  unattractive  clump  of  dull,  ragged  leaves 
and  roots.  While  the  little  ones  watch,  put  it 
in  a  glass  tumbler  half-filled  with  water,  invert 
another  tumbler  over  the  first,  and  set  the  minia- 
ture conservatory  in  a  sunny  window.  By  the 
next  Sunday  the  plant  will  be  covered  with  ex- 
quisite blue  flowers. 

Two  Sundays  before  Easter  break  off  several 
long  sprays  from  plum  or  cherry  trees.  The 
leaf-buds  may  not  have  begun  to  swell,  but  if 
you  put  the  sprays  in  water  and  keep  them  in 
the  sunshine,  you  will  have  beautiful  blossoms 
to  illustrate  the  story  of  wakening  life.  The 
sprays  should  be  dipped  in  water  two  or  three 
times  a  day,  to  prevent  them  from  shriveling  in 
the  dry  air  of  the  room. 

Do  you  wish  you  had  pretty  mottoes  to  hang 
on  the  walls?    Get  a  five-cent  sheet  of  dark 


green  or  crimson  blotting  paper.  Cut  it  into 
four  oblongs.  Cut  pretty  letters  from  stiff  white 
paper  and  paste  them  gracefully  on  the  blotting- 
paper.  Cut  flower  sprays  or  leaves  from  the 
white  paper  and  paste  them  on,  too. 


''Nothing  to  Work  With''  87 

If  neatly  made,  these  mottoes  are  very  pretty, 
for  the  rich,  heavy  background  throws  the 
snowy  letters  and  decorations  out  in  bold  relief. 

Some  of  the  pictures  cut  from  the  magazines, 
insurance  monthlies,  etc.,  may  be  mounted  on 
cardboard  and  used  for  decorating  the  walls. 

As  for  object  lessons,  no  teacher,  however 
poor  or  busy  she  may  be,  can  fail  to  find  a  rich 
abundance  if  she  will  look  about  her. 

Take,  for  instance,  the  first  lessons  in  the 
Beginners'  Course,  with  the  Golden  Text,  "All 
things  were  made  by  him."  The  lessons  are  sup- 
posed to  begin  in  September,  when  goldenrod 
and  asters  riot  in  every  field.  Surely  no  country 
teacher  can  fail  to  find  some  flower  and  leaf 
to  illustrate  the  lesson,  God  Making  Trees  and 
Flowers,  and  very  few  city  teachers  will  have 
difficulty  in  getting  at  least  a  geranium  to  show 
their  classes. 

A  cluster  of  crimson  or  yellow  autumn  leaves 
makes  a  pretty  object  lesson  for  this  group. 
The  teacher  may  press  the  leaves,  if  she  is  keep- 
ing her  work  for  review,  and  attach  them  to  one 
side  of  blackboard  or  paper  by  tiny  strips  cut 
from  the  gummed  flaps  of  envelopes. 

One  of  the  most  charming  lessons  may  be 
given  just  at  this  time.  In  almost  every  field 
and  meadow  grow  large  quantities  of  the  com- 
mon pink  milkweed.     It  does  not  require  very 


88  The  Beginners'  Department 

sharp  eyes  to  discover  on  many  of  these  plants 
a  long  caterpillar,  ringed  with  green,  yellow,  and 
white.  Capture  one  of  these  and  put  it  in  a 
glass  jar,  securing  two  or  three  small  milkweed 
leaves  for  its  food.  Cover  the  top  of  the  jar 
with  mosquito  netting.  Almost  immediately  the 
caterpillar  will  make  his  chrysalis,  a  dainty,  deli- 
cate little  green  case,  studded  with  tiny  golden 
spots  that  look  like  nails.  In  seven  days  from 
the  time  the  chrysalis  is  made,  the  case  will  turn 
dark,  and  the  great,  velvety,  brown  milkweed 
butterfly  will  emerge.  I  know  of  no  object  les- 
son more  fascinating  and  impressive  to  little 
children. 

A  toy  sheep  or  other  animal  brought  by  some 
childish  owner  at  the  teacher's  request  will 
bring  out  in  a  most  striking  way  the  second 
lesson,  God  Making  Animals,  for  the  skilful 
teacher  will  call  attention  to  the  differences  be- 
tween the  toy  made  by  man  and  the  living  ani- 
mals made  by  God. 

To  introduce  the  second  series  of  lessons,  on 
Home  Life,  the  children  may  be  led  to  think  of 
the  many  homes  on  the  earth,  ant-hills  for  the 
ants,  hives  for  bees,  nests  for  birds,  and  houses 
for  human  beings.  A  bird's  empty  nest  will 
be  a  good  object  to  be  shown,  and  charming 
stories  of  its  former  tenants  may  be  told. 

So  I  might  go  on  and  enumerate  countless 


''Nothing  to  Work  With''  89 

objects  that  would  make  fine  illustrations.  They 
are  all  around  us,  in  our  homes  and  in  the  out- 
door world,  asking  us  to  take  and  use  them. 


CHAPTER  X 

SPECIAL  DAYS 

The  teacher  of  little  children  soon  finds  that 
one  of  the  greatest  links  between  the  home-life 
and  the  Sunday-school  lies  in  the  observance  or 
recognition  of  special  days,  and  makes  of  them 
a  golden  chain  with  which  to  reach  the  hearts 
of  the  parents. 

Somehow,  the  tiny  children  seem  peculiarly 
dear  to  father  and  mother.  They  love  the  older 
ones,  but  feel  a  greater  sense  of  responsibility 
for  the  wee  tots  who  are  so  dependent  upon 
them.  Many  a  parent  who  has  given  no  thought 
to  church  or  Sabbath-school  for  years,  is  aroused 
to  interest  in  both  when  John  or  Mary  brings 
home  a  special  invitation  to  some  service. 

For  this  reason  it  is  well  to  have  simple  but 
frequent  exercises  to  which  parents  are  cordially 
invited,  or  if  the  room  is  so  small  that  this  is 
impossible,  send  some  tiny  souvenir  home  with 
the  injunction,  "don't  forget  to  tell  papa  and 
mama  all  about  it." 

Many  times  the  little  messenger  unconsciously 
preaches   a   forceful   sermon,   and   wins   a   new 
disciple  for  Christ. 
90 


special  Days  91 

For  the  first  Sunday  in  the  new  year  a  dainty 
and  appropriate  souvenir  is  a  wee  blank  book, 
made  perhaps  from  inexpensive  white  tea-paper, 
tied  with  snowy  baby  ribbon  with  the  words, 
"A  Happy  New  Year"  on  the  cover  in  gilt  let- 
ters, and  the  Httle  verse  on  the  first  page. 

God  gives  the  new  year  sweet  and  fair, — 

A  book  with  pages  white, 
And  He  will  help  us  fill  each  leaf 

With  pictures  pure  and  bright. 

Even  the  tiniest  child  understands  the  simple 
thought  and  can  repeat  it  clearly. 

If  it  can  be  arranged,  let  the  beginners  have 
a  valentine  social  and  show  them  how  to  make 
a  pretty  heart-shaped  valentine  with  the  words. 

Mother   dearest,   kind  and  true, 
Here's  a  valentine  for  you. 

Let  them  carry  these  home  with  an  air  of 
great  mystery,  suggesting  that  they  may  be  hid- 
den "under  mother's  plate."  The  little  secret 
delights  the  child-heart  and  brings  it  into  close 
and  loving  sympathy  with  the  "teacher  who  plans 
so  many  nice  things,"  as  one  little  boy  ex- 
pressed it. 

For  Easter  give  each  child  a  package  of 
flower  seeds.  These  can  be  obtained  for  one 
cent  a  package  from  several  Flower  Missions, 
and  indeed,  almost  all  florists   furnish  several 


92  The  Beginners'  Department 

varieties  at  this  price,  for  the  special  use  of 
kindergartens  and  schools.  The  best  results 
will  undoubtedly  be  obtained  from  dwarf  nas- 
turtiums. When  the  seeds  are  distributed  give 
simple  directions  for  planting,  and  urge  the 
children  to  bring  the  flowers  to  Sunday-school. 
If  the  teacher  does  not  follow  the  matter  up  and 
create  a  genuine  and  lasting  interest  the  chances 
are  that  the  seeds  will  be  taken  home  and  put 
away  in  some  drawer  or  closet,  but  if  "teacher'* 
cares  about  their  fate  and  makes  careful  inquiry 
Sunday  after  Sunday,  the  seeds  will  receive 
great  attention,  and  the  small  florists  will  be 
very  proud  of  their  gardens. 

The  five-cent  packets  contain  more  seed,  and 
sometimes  teachers  may  prefer  to  give  them 
instead  of  the  smaller  packets.  Cut  flowers  or 
potted  plants  make  pretty  Easter  gifts,  but 
the  seeds  are  just  as  appropriate  and  often  give 
more  lasting  pleasure.  Larkspur,  bachelor's 
button,  petunia,  and  candytuft  are  other  flowers 
easily  raised  from  seed. 

For  Children's  Day  each  member  of  the  Be- 
ginners' Department  may  receive  a  banneret 
made  of  dainty  pink  cardboard  of  light  weight, 
v/ith  a  cluster  of  daisies  painted  in  one  corner, 
with  the  words. 

Birds,  and  flowers,  and  music  gay! 
Happy,  happy  Children's  Day! 


special  Days  93 

If  the  teacher  cannot  paint  the  daisies  she  can 
cut  the  pattern  from  white  paper  and  paste  them 
on  the  banneret,  using  tiny  yellow  circles  for 
the  centers. 

For  Rally  Day,  which  is  usually  held  in  Sep- 
tember, little  baskets  filled  with  small  sprays  of 
goldenrod  will  be  bright  and  attractive.  To 
make  the  baskets  take  five-inch  squares  of  paper 
and  fold  and  cut  according  to  diagram  on  page 
94.  Paste  corners  to  form  a  square  basket,  and 
add  a  handle. 

When  Thanksgiving  Day  comes,  a  wee  sheaf 
of  wheat  is  a  pretty  souvenir,  or  a  card  in  which 
three  or  four  heads  of  wheat  have  been  inserted. 
The  cards  may  have  the  words  written  or 
printed  in  quaint  lettering, 

Dear  Father,  by  our  daily  living 

We'll  try  to  show  our  true  thanksgiving. 

Christmas  suggestions  are  so  plentiful  that 
it  is  needless  to  repeat  them  here.  A  very  sim- 
ple but  exquisitely  pretty  gift  for  each  member 
of  a  large  class  may  be  made  by  even  the  busiest 
teacher  if  she  will  mount  the  beautiful  repro- 
ductions of  the  Bodenhausen  Madonna  on 
squares  of  gray  cardboard.  These  pictures  may 
be  obtained  from  the  Perry  or  the  Brown  Pic- 
ture Company  in  half-cent  and  one-cent  sizes. 
The  latter  are  about  six  inches  in  length,  while 


94  The  Beginners'  Department 


T 

^^ 

"1 

\cur 

CUT       / 

( 

\CUT 

^. 

CUT       ) 

special  Days  95 

the  former  are  about  three  and  a  half.  Either 
size  mounted  on  heavy  gray  cardboard  makes  a 
very  attractive  gift. 

The  love  prompting  the  gift  is  what  consti- 
tutes  its  real  value.  Even  a  tiny  child  appreci- 
ates the  fact  that  his  teacher  has  thought  of 
him  when  absent,  and  the  veriest  trifle  becomes 
a  treasure,  if  real  affection  goes  with  it. 

Some  teachers  have  a  hesitancy  about  "link- 
ing secular  and  religious  things."  I  have  heard 
conscientious  persons  say,  ''I  don't  like  to  give 
my  children  a  flag  on  the  Sunday  before 
Memorial  Day,  because  they  may  think  of  that 
more  than  of  the  lesson,''  or  "Valentines  for  a 
Sunday-school  social!  We  ought  to  pay  more 
attention  to  religious  truths  and  less  to  foolish- 
ness." 

These  objections  may  be  honest,  but  they  are, 
fortunately,  growing  rarer.  The  more  we  con- 
nect religion  with  everyday  life,  the  better,  and 
the  wise  teacher  will  make  use  of  as  many  of 
the  child's  interests  as  possible.  Many  beautiful 
spiritual  truths  may  be  taught  from  the  flag  that 
every  child  loves  and  honors,  and  even  so  trifling 
a  thing  as  a  valentine  may  help  to  develop  deepe* 
love  for  parents,  and,  through  them,  for  the 
great  Father. 


CHAPTER  XI 

SONGS  FOR  LITTLE  CHILDREN 

In  selecting  songs  for  the  beginners  it  should 
be  remembered  that  both  words  and  music  must 
be  simple  and  child-like.  The  thoughts  ex- 
pressed must  be  on  a  plane  with  their  interest. 
No  five-year-old  could  possibly  feel  the  truth 
expressed  in  such  lines  as, 

Prone  to  wander,  Lord,  I  feel  it, 
Prone  to  leave  the  God  I  love. 

Here's  my  heart,  oh,  take  and  seal  it, 
Seal  it  for  thy  courts  above. 

Pie  may  sing  the  words  lustily,  but  they  are, 
and  should  be,  Greek  to  him. 

A  child's  feeling  toward  God  should  be  the 
same  affectionate  impulse  which  he  feels  toward 
father  and  mother,  with  a  deeper  undercurrent 
of  reverence.  He  has  not  "wandered  far  away 
from  God,"  he  has  not  "grieved  Him  o'er  and 
o'er."  He  should  be  led  to  think  of  his  Pleav- 
enly  Father  in  an  entirely  natural  and  happy 
w^ay,  so  the  songs  selected  should  avoid  the 
religious  experiences  of  adults  in  so  far  as  they 
deal  with  remorse. 

The  words  of  every  song  should  be  most 
96 


Songs  for  Little  Children  97 

carefully  taught,  so  that  their  meaning  will  be 
plain  to  even  the  youngest  ones.  Never  use 
long  songs,  and  now  and  then  allow  one  of  the 
children  to  repeat  the  stanzas  to  you  or  the  class. 
I  knew  a  kindergartner  in  a  public  school  who 
had  carefully  (so  she  thought)  taught  the  words 
of  the  beautiful  cradle  song  beginning, 

Sleep,  baby,  sleep! 

Thy  Father  watches  his  sheep. 

One  day  she  asked  one  of  the  brightest  boys 
in  the  class  to  repeat  the  song,  and  was  horrified 
by  the  following  version. 

Sleep,  baby,  sleep, 

Thy  father  washes  his  feet! 

Sometimes  children  use  very  simple  words 
for  a  long  time  with  absolutely  no  conception 
of  their  meaning,  because  every  one  takes  it  for 
granted  that  the  familiar  terms  are  understood. 

A  minister's  boy,  a  little  fellow  of  seven  years, 
once  asked  his  mother,  "Mother,  what  does 
gobless  mean?"  "Fm  sure  I  don't  know,"  she 
answered.  "Oh!  yes,  you  do.  I  say  it  every 
day."  "Well,  there  is  no  such  word."  The 
boy  looked  unconvinced,  and  finally  the  mother 
said,  "When  do  you  say  it,  Frankie?"  "Why! 
I  say  it  twice  a  day,  in  the  morning  and  at  night. 
You  know  I  say,  'Gobless  papa.  Gobless 
mamma.' "        It  was   clearly   evident   that   the 


98  The  Beginners'  Department 

familiar  petition,  God  bless,  needed  explanation 
before  it  could  have  any  meaning  for  the  peti- 
tioner, and  I  believe  that  the  same  bewilder- 
ment concerning  other  oft-reiterated  expres- 
sions exists  in  the  mind  of  many  children.  So 
let  us  see  to  it  that  the  little  singers  understand 
the  thought  in  each  line  of  the  songs  taught. 

The  little  child  loves  birds,  flowers,  grass, 
trees,  and  all  the  other  beautiful  things  in  na- 
ture. Through  them  he  gets  his  first  dim  con- 
ception of  divine  power  and  love,  and  the 
thoughtful  teacher  will  make  constant  use  of 
this  interest. 

The  music  should  not  be  too  difficult  and 
should  be  kept  within  compass  of  the  childish 
voices.  Do  not  let  them  shout  while  singing, 
but  lead  them  to  sing  softly  and  sweetly. 

Some  teachers  have  three  or  four  songs  that 
are  sung  Sunday  after  Sunday.  However  sweet 
and  pretty  a  song  may  be,  it  should  not  be  used 
over  and  over  until  the  children  are  tired  of  it. 
Have  variety  in  this  as  well  as  in  other  things. 
Graceful  motions  are  always  enjoyed,  and  in 
many  of  the  following  songs  I  have  suggested 
simple,  easy  gestures,  to  rest  the  children,  while 
illustrating  the  thought  they  are  singing. 


A  WELCOME  SONG. 


99 


Angelina  W.  Wray. 

Rather  slow. 


Ethel  V.  Wilt. 


1.  On       this  day      of       rest  and  glad- ness,  While  the  bells  are 

2.  Now    the  earth    is  hush'd  and  qui   -    et,      Si  -  lence  lin  -  gers 

3.  Come  and  list  -  en       to      the  sto   -    ry      Of     our  heav'n-ly 


JLJ^J-Ij-J^-J- 


4A  ->    ^=^ 

1'*=«^ ^; ^ 

— M — 

r-^4        K            1            J 

— « — ::J-c-P ^ ^ 

ring  -  ing    clear, 
far       and    near. 
Fa  -  ther's  love. 

Lit  -   tie    chil  - 
While  the  bells 
And    His   Son, 

dren, 
are 
who 

r 

come  and  list  -  en, 
soft  -  ly  ring  -  ing, 
came     to    bring    us 

P^- 1^ 

^-H 

f-5-         tt»  - 

r 

\-  ^      ^-^p— J 

Chorus.  Faster. 


"r       r 

To        a     sto  -  ry     sweet  and  dear.  ^ 

God    in- vites   His     chil- dren  here.  >Wel  -come!  wel  -  come! 

Joy    and  glad  -  ness  from      a  -  bove.  ) 


wel  -    come!        Lit    -    tie    chil  -  dren,     wel  -  come     here! 


lOO 

Angelina  W.  Wray. 
Bather  fast. 


WAKING  TIME. 


Ethel  V.  Wilt. 


1.  The  wak  -  ing  time  has     come  a  -  gain.  The  winter  days  are  past.  Come 

2.  The  leaves  are  bud-ding    on     the  trees,  The  busy  brown  bees  hum;  New 


^n 


ESE 


T=r 


/)g      *IL W 1 ^ ta h h 1 1 

^J^ 

N         N 

-^J      , 

W'^-i=^~^—^^=^J^—^ 

-ir=ir 

^~~5=H 

lit  -  tie  flow'rs.come  birds  and  bees,    'Tis 
life,  new    joy,    fills    all      the  world,  For 

wak  - 
wak  - 

ing  time 
ing  time 

-_ 

^ u 

at      last, 
has  come. 

?2 — n 

gi3Jf*_l— \ r_ rp. 

— fi — 

-T 

— -§ — ^ 

U^                   ;^                r-        n 

1 

' 

Chorus. 


Time  for   the  birds  to  build  iheir  nests.Time  for  the  flow'rs  to  grow ,For 


^fe 


J_ 


E^. 


J_ 


I 


^ 


M^ 


qtitt:: 


j— .rtfp- 


«&=Jr 


533: 


r_=rz*z 


-1- 


■q      I  t- 


-f5^ — hi* 


^^?E5?E^EE 


God      has    sent   the    sun  -  shine  warm  To    melt    the      win-ter's  snow. 


WHAT  THE  Rq$kSSAy^^.o.,  ;    ;  ;  ,1,01 


Angelina  W.  Wray. 
Quietly. 


>    ErkfiL  V.  Wilt. 


r      'r 

1.  What  do    the    red,    red    ros  -    es    say,      By     the    sun-ny   gar -den 

2.  What  do    the    fair   pink   ros  -   es    say,      In      the    sun-shine  and  the 

3.  What  do    the   pure  white  ros  -    es    say,      With  their  pet- als  like     the 


^m 


-I- 


•:  m 


4- 


T^=^^ 


-m^z^i^ 


f 


^    I 


z^zzz^ 


ES 


^ 


^ 


T^^ 


T" 


wall  ?  "Be  brave  and  strong,"  each  red  rose  says  To  ev  -  'ry  child  so  small, 
heat?  "Be  kind  and  gen  -  tie,  lit -tie  ones,"  Each  pink  rose  whispers  sweeti 
snow?  "Be  pure    in  word  and  tho't  and  deed,"  Each  white  rose  murmurs  low . 


^§^^^ 


Sk 


cr3- 


:it 


m 


=£J»«=^ 


f^ 


f^ 


Chorus. 


Ros  -  es,  ros   -  es,  bloom-  ing    fair,  Send-ing     fra-grance  on     the  air  ; 


pi 


^^ 


=^i=iz 


zM^r^M, 


r-^- 


=»(=«l=: 


trSr 


Like     the  ros  -  es,     let      us    be       Fair   and  sweet  for   God     to    see. 


10^ 


SUNSHINE  SONG. 


Al:^t;ELiN>  •  W.  WrXv. 


Ethel  V.  Wilt. 


^ 


It 


^^ 


-4=s-4- 


=t 


=1= 


=J^^= 


SEi 


=S±g- 


S^ 


1.  Af  -  ter    the  darkness  scat- ters,  Af-ter  the  long, long  night, The 

2.  How  can  we  scat-ter  sun-shine  Each  in  our  own  small  place?  We 


=J=d 


tS^: 


f^ 


f^ 


^. 


gold  -  en   sun  shines  bright-  ly  Flood-ing  the  earth  with  light. 
can      be  bright  and  hap  -  py,  Show-ing     a     shin-  ing  face  ; 

J      V     -^     -^. 


gis^ 


lB=:: 


?= 


=ffl»: 


i5^= 


=t: 


F^ 


i- 


P 


=1^1=1= 


bird  -  ies,  Wak-ing  the  sleep-ing  flow'rs 
round  us,   Sing-ing  the  songs  we   love, 


£^ 


M—.,^ 


— p-" "+7= -ap^^^ ^--r- '-r 

Rous-ing  the  drow-sy     bird  -  ies,  Wak-ing  the  sleep-ing 
Help-ing  the  friends  a  -  round  us,   Sing-ing  the  songs  we 

J-  ^  J  ^  -  ■    ' 


^ 


Sei 


rBatrpte 


m 


m 


W- 


$ 


te^^IE^Epd^^ 


X 


^^ 


^ 


S^: 


=1= 


f=^ 


Each  lit  -  tie  sun-beam  has    its  part  In  mak-  ing  sun-  ny  hours. 
Each  lit  -  tie  child  may  al  -  ways  be     A    sunbeam  from  a  -  bove. 


?2- 


:^=tJJK: 


m 


?2Z 


5±:$=C 


::^=^ 


=t: 


-f^ 


Chorus. 


^ 


fei^^^ 


Sis^-ig^ifc^ 


1^ 


^ 


Sunbeams,  sunbeamSjFilling    the  world  with  cheer,  Je  -  sus  will 


f^feg- 


:?2- 


SUNSHINE  SONC-Concluded. 


103 


/J>,  K  ,;-i     J  1  J    J     I  1  J     J  1 

i 

- ;  1  )    ''+4-H' 

JLb^JP^. _^_tt*=:^ 

1 

help    the     ti  -  ni  -  est   child   To 

be 

His   sun-beam  here. 

feHr^- =P *P-^ 

r^ 

^    -L,  g.^ 

S^!^-i- ^ 1 

,  .1 

— Cf- — =M — 01 

A  GREETING  SONG. 


Angelina  W.  Wray. 

=^ 

, 

P^ 

Ethel  V.  Wilt.     ' 

1.  A    greet  -  ing 

2.  A     wel  -  come 

J 

to 
to 

you, 
you, 

a    greet  -  ing     to      you,  Each 
a     wel  -  come    to      you  !  We're 

_g_ 



_# m %-\ 

^  $  ^  6   "^ — 

-f-= r^ 

-|« ^ ^^ 

*     0 

L_4 1 

Lf ^ 1 1 

y     I  i 

dear  lit  -  tie  friend   so      gay.  With  a  smile  and    a        bow  we 
glad  you  are  with     us    here.  Now  our  praise  we  will     sing,  to 


I  "      a   r  T^ 

wel-come  you    now,    This  beau-ti  -  ful     Sab  -  bath 
Je   -  sus,  our  King,    To     Je  -  sus,  our  Friend  so 


Day. 
dear. 


I04  SONG  FOR  MOTHERS'  DAY. 

Angelina  W.  Wray.  Ethkl  V.  Wilt. 


i  >  I  (^       I  i^ 

1.  O       moth-er  dear,    a    wel-come  ^true  We    glad-ly,     glad-ly 

2.  Each  bird  -  ie    ^in       its     ti  -    ny  nest  Thinks  its  own  moth-er 


SI 


:^-:^— S- ^ 


=5i=3)«: 


m 


^_/_^_/_ 


■e=-- 


^¥=^ 

-^=it 

---¥^ 

— y — J — -h-  -J- 

-T^i— Jh 

sing 
is 

J- 
P* — 

r 

to    you. 
the  best 

We're    al - 
;    So      ev 

ways  glad     to      see 
-  'ry  child,  how  -  ev 

you  here,    In 
-   er  small,  Loves 

•^  --A 

— r      t? — 

^i=*_ 

=^ 

— H- 

f^=l-Sl 

-  -^r-^ 

Chorus. 


this     our  Sab  -  bath-school  so   dear.  \ 
you,  *dear  moth-er,      best    of      all.    } 


m 


A       welcome  ^sweet,  a 

J.   ^ 


i 


---e±i 


E^E^ 


E3^ 


^=: 


=5t*; 


m 


wel  -  come  true,  The    chil  -  dren     gai  -  ly     sing     to    you,  And 

^  f  I^  >        \       J^     ^ 


t=X 


=t= 


Motions  :—i  Kiss  finger-tips     2  Heads  bowed.     3  Hands  brought  together, 
forming  a  nest.    *  Let  each  child  point  to  his  cr  her  own  mother. 


SONG  FOR  MOTHERS'  DAY- Concluded.    105 


^1 


^ 


^^ 


4:: 


i        I       -  -*■  * 

pray  ^that  God's  most  tender  care  May  guide  and  bless  you  ev'rywhere. 


?^i^ 


Angelina  W.  Wray, 

Slow.       ^        ^ 


EVENING. 


Ethel  V.  Wilt 


1.  Sun- set     on  the  wait  -  ing  land,    Sun  -  set     on     the    sea.   The 

2.  Twilight    on  the  wait  -  ing  land,   Twi  -  light    on     the  foam.    A 

3.  Darkness  on  the  wait  -  ing  land,  Dark-ness    on     the  deep;  But 


I  .  .  . 

clo  -  ver  folds    its  dew  -   y  leaves,  The  wind  blows  cool  and  free, 
white-wing'd  ship  goes  sail-  ing   out       A  -  way  from  love  and  home. 
God's  great  love  still  broods  a  -  bove  While  earth  and  o  -  cean  sleep. 

* # gg;. «« r-*- 


g3 


3fE 


zt 


zt 


=t 


Slow-ly  fades  the  gold- en  light ;  Slow-ly,  slow  -  ly  comes  the  night. 
Sail  -  ing  in  the  gold-  en  light,  Sail-  ing  out  to  meet  the  night. 
Watching  o'er   the  ripp-ling  foam, Watching,too,  o'er  love   and  home. 


io6 


Angelina  W.  Wrav. 
Lively. 


THE  RAINY  DAY  SOLDIERS. 

Ethel  V.  Wilt. 


5f*rf=- 

1 

IS IS IS IS" 

— IS IS 1 — 

1.  Who's   a 

2.  Who's   a 

-  fraid     of     the 

-  {raid     of     the 

—  '-      f       ^- 

— 1— 

^- 

rain 
rain 

as      it     pat  -  ters 
as      it     tin  -  kles 

J  J  ^  J-, 

all      a  -  round  ? 
on     the    roof  ? 

?^3^zzp 

=4=t 

^ 

~-f== ^ 

Lp= B 

I 


U     ill 


5^b^ 


=^ 


-d -^ -1— 


Who's     a-   fraid      of      the    silv  - 'ry     rain?  Not    the  flow' rs,  nor    the 
Who's     a  -   fraid      of      the    silv  -  'ry     rain  ?   It's    God  who  gives   the 


-I- 


^^ 


m 


^ 


^ 


trees.  Not  the  birds,  nor  the  bees,    And  nei  -  ther    you  nor   I,     'tis  plain, 
show'rs  For  thirst-y  trees  and  flow'rs;  So    wel  -  come,  lit  -  tie  drops  of  rain  ! 


S^ 


-r— r— r- 


^^ 


=!»->- 


^ 


Chorus. 


i 


^^^^^^^ 


^. 


^^^ 


T 


^^^ 


We    are  Rain -y    Day   Sol     -    diers,  don't  you  see,  don't  you  see?  And 


^ 


:g-4ta- 


T=f 


THE  RAINY  DAY  SOLDIERS.— Concluded.    107 


'r   -^-  r — i — 1^ 

not     a-fraid  of  stormy  days  are    we,  are  we.  On     a  stormy  Sabbath  day 


r    -r 

We  will  hurry  onour  way.Forwe're  Rainy  Day  Soldiers.don't  you  see.don'tyousee? 


^ 


f*    m 


-f— r- 


-r      I  r      r — =f=^ 


CLOSING  PRAYER. 


Angelina  W.  Wray. 

Slow. 


Ethel  V.  Wilt. 


1.  Dear       Fa    -   ther,     to    -   night,  When     dark  -   ness     has     come, 

2.  When     cur  •   tains     of        night    Hang     heav    -   y        and        low, 

3.  Thy       love       kept     us         safe      This       long      hap   -   py        day; 


m. 


m    i(y 


=e= 


^=ng= 


^ 


=tfK: 


^i 


m 


=#= 


=«*s 


Watch  o  -  ver  each  child 
No  child  has  a  fear, 
Be  w^ith       us         to  -   night, 


I 

And 
Thy 
Dear 


guard      ev    -    'ry     home. 

kind  -  ness       wt     know. 

Fa  -    ther,     wc     pray. 


io8 

Angelina  W.  Wray. 
Not  too  slow. 


GOD'S  CARE. 


Ethel  V.  Wilt. 


1.  When  the    hap  -  py  brown  birds  *flut-ter     far,      far       a  -  way, 

2.  When  the    lit  -   tie  brown  birds  ifiut  -  ter  home      to      the  nest, 


When  the  east^    is      a  -  glow  with  the  com  -  ing    of    day, When  the 
When  the  sun  -  set     is    red      in    the  beau  -  ti  •  ful  west,* When  the 


^ 


^ 


=6= 


^i-^^^^^ 


r 

gold  -  en     sun^  shines     on      the      wide  *rip  -  pling    sea,      My 
ti   -    ny  white  moon*  sails     a    -    bove    the    deep   sea,      My 


^^ 


Fa    -   ther     in 
Fa    -   ther     in 


heav 
heav 


en 
en 


IS 

is 


think  -  ing      of 
think  -  ing      of 

J- J 


me. 
me. 


Motions  :— ^Arms  extended.  Flying  motion.  2  Point  toward  the  east.  ^  Arms 
meeting  in  circle  over  head.  *  Rippling  motion  with  extended  arms.  *  point 
toward  the  west.    •  Point  upward. 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 
BERKELEY 

Return  to  desk  from  which  borrowed. 
This  book  is  DUE  on  the  last  date  stamped  below. 


I 


LD  21-100m-ll,'49(B7146sl6)476 


Td 


5( 


Ivi27836 


THE  UNIVERSITY  OF  CALIFORNIA  LIBRARY 


